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Open research questions in Evaluation of Teaching Practices

509 unresolved questions extracted from the limitations and future-work sections of 4,001 Evaluation of Teaching Practices papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Department heads often lack formal leadership training. Balancing academic responsibilities with leadership responsibilities. Tailoring the 8-step model to fit the context of higher education.

    Leading Change in Academic Departments: An Analysis of Department Heads and Teaching Evaluation Reform Using Kotter’s Model · 2026 · DOI

  • Department heads' approaches to change have received little scholarly attention. Most heads have had few formal opportunities to develop leadership skills. The 8-step model needs to be tailored to better fit the context of higher education.

    Leading Change in Academic Departments: An Analysis of Department Heads and Teaching Evaluation Reform Using Kotter’s Model · 2026 · DOI

  • The study identifies a gap in understanding students' adaptive responses to institutional change. There is a need to explore students' perceptions of synchronous online learning. The research gap is related to the challenges created by the transition to online learning.

    Beyond the screen: Students’ voices on synchronous online learning in higher education · 2026 · DOI

  • Finally, as AI becomes more integrated into higher education, the lecturer's human value— expressed through care, emotional intelligence, and pedagogical skill—remains crucial and warrants further research.

    Beyond the screen: Students’ voices on synchronous online learning in higher education · 2026 · DOI

  • Future research is needed to validate these patterns across diverse settings, incorporate direct indicators of learning, and employ designs that yield more generalizable samples.

    Contextualizing Undergraduate Research: A Within-Subject Comparison of Student Learning Gains · 2026 · DOI

  • Purpose: Undergraduates are an important yet understudied pool of prospective teachers who could help to alleviate teacher shortages faced by schools across the United States.

    Misaligned: Exploring Undergraduates’ Career Values and Perceptions of Teaching · 2026 · DOI

  • To our knowledge, this issue has not been examined in veterinary education until recently.

    Student evaluations of teaching do not reflect student learning: an observational study · 2025 · DOI

  • Furthermore, it remains unclear whether observed combinations of higher grades and more favorable student evaluations using common survey instruments reflect enhanced learning.

    Student evaluations of teaching do not reflect student learning: an observational study · 2025 · DOI

  • Short CURE modules may serve as a low-barrier entryway, but their effectiveness in promoting expansion has not been studied.

    Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences · 2024 · DOI

  • Four other studies in Table 1 (McDaniel and Feldhusen, 1970; Plant and Sawrey, 1970; Ratz, 1975; and Teague, 1981) contain information about the relationship between research support and teacher evaluation, but they could not be included in the meta-analysis be- cause of insufficient data.

    Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: A review and exploration · 1987 · DOI

  • for Future Research with the Applicability Paradigm I offer several suggestions about how this paradigm can be improved in future research. (1) The sample of students selected for the study should represent a broad cross-section of students at an institution. The ratio of the number of students to the number of different classes should be kept as small as possible, and presented as part of the results of the studies. (2) When feasible, confirmatory factor analyses should be used instead of exploratory factor analyses in the investigation of the structure underlying responses to SEEQ and to

    Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research · 1987 · DOI

  • for Future Research with the Applicability Paradigm CHAPTER 9 OVERVIEW, SUMMARY AND IMPLICATIONS REFERENCES APPENDIX FIVE EXAMPLES OF COMPUTER SCORED INSTRUMENTS USED TO COLLECT STUDENTS’ EVALUATIONS OF TEACHING EFFECTIVENESS 305 307 :: 310 311 313 322 322 324 331 331 331 333 335 337 338 342 348 349 349 351 351 352 353 354 357 359 363 365 369 371 379 ABSTRACT The purposes of this monograph are to provide an overview of findings and of research methodology used to study students’ evaluations of teaching effectiveness, and to examine implications and directions for future research. The focus of the investigation is on the author’s own research that has led to the development of the Students’ Evaluations of Edu- cational Quality (SEEQ) a wide range of other re- instrument, but it also incorporates search. Based upon this overview, class-average student ratings are: (1) multidimensional; (2) reliable and stable; (3) primarily a function of the instructor who teaches a course rather than the course that is taught; (4) relatively valid against a variety of indicators of effective teaching; (5) relatively unaffected by a variety of variables hypothesized as po- tential biases; and (6) seen to be useful by faculty as feedback about their teaching, by stu- for use in personnel decisions. In dents for use in course selection, and by administrators in which it is recog- future research a construct validation approach should be employed teaching and students’ evaluations designed to reflect it are multi- nized that: effective dimensional/multifaceted; teaching; and tentative interpretations of relationships with validity criteria and with potential biases must be scrutinized in different contexts and must examine multiple criteria of effective teaching. there is no single criterion of effective 255 ACKNOWLEDGMENTS I would like to thank Wilbert McKeachie, Kenneth Feldman, Peter Frey, Kenneth Doyle, Robert Menges, John Centra, Peter Cohen, Michael Dunkin, Samuel Ball, Jennifer Barnes, Les Leventhal, John Ware, and Philip Abrami, Larry Braskamp, Robert Wilson, for their comments on earlier research that is described in this arti- and Dale Brandenburg cle, and also Jesse Overall and Dennis Hocevar, co-authors on many earlier studies. I would also like to gratefully acknowledge the support and encouragement which Wilbert McKeachie has consistently given to me, and the invaluable assistance offered by Kenneth and the outstanding set of review articles which

    Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research · 1987 · DOI

  • Thus "earning additional income" as a motivating factor for getting faculty members to participate in continuing education warrants further study.

    Motivating Faculty to Teach Continuing Education: Deans' and Directors' Perceptions · 1987 · DOI

  • One challenge is moving beyond general classroom respect toward the structural integration of gender equity into curriculum, pedagogy, and assessment. Another challenge is ensuring that instructors have the training and support needed to implement gender-responsive teaching practices.

    Disciplinary Differences in Students' Perceptions of Gender-Responsive Teaching in Higher Education · 2026 · DOI

  • Future research should examine the factors that influence student perceptions of gender-responsive teaching and the role of disciplinary context in shaping inclusive teaching practices. Future research should also explore the implications of the findings of this study for instructors and educators who aim to create more inclusive learning environments.

    Disciplinary Differences in Students' Perceptions of Gender-Responsive Teaching in Higher Education · 2026 · DOI

  • The challenge of improving student engagement in engineering education. The difficulty of applying learner-centred pedagogy in higher education. The need to develop effective teaching practices in engineering mathematics.

    ACTION RESEARCH ON PEDAGOGICAL PRACTICES IN ENGINEERING MATHEMATICS · 2026 · DOI

  • The study identifies a gap in the existing research on lecturer motivation, which often fails to consider the domain-differentiated nature of lecturers' professional motivation. The study highlights the need for more research on the factors influencing the professional motivation of university lecturers in Vietnam.

    An analysis of factors influencing the professional motivation of university lecturers in Vietnam: evidence from a mixed-methods approach · 2026 · DOI

  • The study suggests that future research should focus on providing adequate research resources to students. The study suggests that future research should explore the role of supervisors in assisting students in perfecting their research ideas and choosing the right topics.

    FROM CONFUSION TO COMMITMENT: UNDERSTANDING GRADUATE STUDENTS' STRUGGLES IN CHOOSING RESEARCH TOPICS · 2026 · DOI

  • The study identifies a gap in the knowledge of psychological and academic obstacles that prevent students from choosing appropriate research topics. The study highlights the need for institutions to provide adequate research resources to students.

    FROM CONFUSION TO COMMITMENT: UNDERSTANDING GRADUATE STUDENTS' STRUGGLES IN CHOOSING RESEARCH TOPICS · 2026 · DOI

  • Mounting pressures for accountability - Rising student enrolments - The urgent need to prepare graduates with competencies suited to a digitally interconnected world

    Exploring teaching approaches in higher education: Cluster analysis of faculty profiles in a Latin American university · 2026 · DOI

  • The study addresses the gap in understanding the teaching approaches used by faculty members at a Latin American university. The study responds to the need to identify distinct pedagogical profiles influenced by demographic, disciplinary, and institutional factors.

    Exploring teaching approaches in higher education: Cluster analysis of faculty profiles in a Latin American university · 2026 · DOI

  • Less attention is given to how GTAs learn and develop their teaching skills. There is a need for simple teaching practices that benefit students and GTAs.

    GIFTS: Learning While Teaching - A Graduate Teaching Assistant’s Experience · 2026 · DOI

  • The student-teacher relationship is a critical yet underexplored dimension of higher education. Existing models of the relationship capture only certain dimensions and do not integrate stakeholder dimensions with contextual factors.

    A Multidimensional Model of Student-Teacher Relationship in Higher Education · 2026 · DOI

  • Psychological on https://doi.org/10.1177/1745691617699280 Bardorfer, A. (2013). Medosebni stik med učiteljem in študenti: Nova opredelitev za visokošolski prostor [Interpersonal contact between teacher and students: A new definition 104 Pašić / A Multidimensional Model of Student-Teacher Relationship in Higher Education the for https://doi.org/10.20419/2013.22.381 education higher space]. Psihološka obzorja, 22(1), 105-114. Berg, B. L. (2002). Qualitative research methods for the social sciences (4th ed.). Allyn & Bacon. Bingham, C., & Sidorkin, A. M. (Eds.). (2004). No education without relation. Peter Lang. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative 589-597.

    A Multidimensional Model of Student-Teacher Relationship in Higher Education · 2026 · DOI

  • There is a need to understand the challenges and effectiveness of CPD programs for English language educators. The study aims to address the gap in existing research by exploring the impact of CPD programs on teaching practices and professional growth.

    Challenges and Effectiveness of Continuous Professional Development for English Department Teachers at Salahaddin University · 2026 · DOI

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509 open questions have been extracted from the limitations and future-work passages of 4,001 Evaluation of Teaching Practices papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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