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1.
Emerging from the Pipeline: African American Students,Socioeconomic Status,and College Experiences and Outcomes 总被引:1,自引:0,他引:1
MaryBeth Walpole 《Research in higher education》2008,49(3):237-255
This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year
colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students
have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades
than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students
report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely
to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college
significantly affect the likelihood that a student will attend graduate school.
相似文献
MaryBeth WalpoleEmail: |
2.
This study explored the responses of students in different academic majors to tuition increase, with a particular focus on
the relationship between tuition increase, and future earnings and college expenditures. We analyzed effects of tuition increase
on enrollment in six academic majors—Engineering, Physics, Biology, Mathematics, Business, and Education—where disciplinary
enrollment data were available. The main findings are that students are elastic to tuition level in Physics, Biology, and
Business, but not in Engineering, where the rate of return is the highest among the six majors and the college expenditure
are the highest. The findings suggest that student enrollment in various academic majors is affected differentially by tuition.
Further, the findings support a cost-related tuition policy, one designed to charge students higher tuition for higher-cost
majors and lower tuition for lower-cost majors.
相似文献
Sande MiltonEmail: |
3.
Heng-Yu Ku Maria K. E. Lahman Hsin-Te Yeh Yi-Chia Cheng 《Educational technology research and development : ETR & D》2008,56(3):365-377
This qualitative case study was an examination of a team-based faculty/mentor-led International Doctoral Student Support Group
(IDSSG) designed specifically around issues in preparing and mentoring international doctoral students for careers in academia.
Twelve participants were selected to participate in a support/focus group that met twice a month for an academic year to attend
workshops and discuss their lives as doctoral students. The data set was comprised of two pre- and post-surveys and two in-depth
pre- and post-interviews. Findings in the themes of international doctoral students’ graduate school experiences and the impact
of the faculty-led support group are presented and discussed.
相似文献
Yi-Chia ChengEmail: |
4.
Using multi-institutional data from the Cooperative Institutional Research Program’s (CIRP) annual survey of entering freshmen,
the Higher Education Research Institute’s (HERI) Faculty Surveys, campus registrars’ offices, and IPEDS data, we evaluated
the extent to which peer institutional retention climates and faculty perceived campus climates influenced individual 6-year
retention rates. We used hierarchical generalized linear models (HGLM) to examine the extent to which institutional climate
(as measured by peer institutional retention climate and faculty perceived climate), net of students’ ability, expectations,
and family socioeconomic status, influence students’ persistence behavior. We found that institutional retention climate,
as defined by a student body’s aggregated report of withdrawal intentions, did independently determine whether a student would
persist or not. While past research has overlooked peer and faculty climates, the results from this work call for the attention
of peer institutional retention climates.
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Byung Shik RheeEmail: |
5.
Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
相似文献
Ethan CampbellEmail: |
6.
Validating NSSE Against Student Outcomes: Are They Related? 总被引:3,自引:1,他引:3
While there exist many examples of institutional use of the results of the National Survey of Student Engagement (NSSE), there
is a relative paucity of research explicitly linking student outcomes to responses on the survey. A major Doctoral-Extensive
institution in the Southeast recently conducted a large-scale implementation of the National Survey of Student Engagement
(NSSE). We have linked multiple years of NSSE responses to several student outcomes: freshman retention, GPA, pursuit of graduate
education, and employment outcome upon commencement/degree conferral. Our research finds minimal explanatory power in the
NSSE benchmarks for these outcomes. A statistically derived model from the individual NSSE items shows greater promise, although
there are difficulties in replicating the model for previous student cohorts.
相似文献
Jonathan GordonEmail: |
7.
Terry T. Ishitani 《Research in higher education》2008,49(5):403-419
Prompted by the notion of “Transfer Shock”, numerous studies examined academic performance of transfer students at senior
institutions. However, few studies are found that examine how the varying nature of semester GPAs impact subsequent persistence
behavior of transfer students after the initial drop in their college GPAs. Using an institutional data set, this study longitudinally
investigated departure behavior of transfer students at a senior institution. Particular attention was given to how entry
at different times and semester GPAs affected transfer student departure. Results indicate that during their first semester,
sophomore and junior transfer students were 73% less likely to depart than freshman transfer students. After controlling for
explanatory variables, higher semester GPAs were positively associated with higher persistence rates throughout the observation
period.
相似文献
Terry T. IshitaniEmail: |
8.
Kristina M. Cragg 《Research in higher education》2009,50(4):394-413
The purpose of this study is to identify student and institutional characteristics that influence the probability for graduation.
The study delves further into the probability for graduation by examining how far the student deviates from the institutional
mean with respect to academics and affordability; this concept is referred to as the “match.” The validity of the matching
model is tested using a multivariate analysis with select variables from the Beginning Postsecondary Study: 1996/2001 (BPS:96/01)
and the Integrated Postsecondary Education Data System (IPEDS). Traditional multivariate models examine the importance of
both student and institutional characteristics but assume the two are independent of one another. This study is different
in that it uses the matching model to examine the relationship between student and institutional characteristics. The results
are compared to more frequently used models and show that the relationship between students and their institutions plays an
important role in understanding the probability for graduation.
相似文献
Kristina M. CraggEmail: |
9.
Odis Johnson Jr. 《The Urban Review》2008,40(3):227-246
This article examines how variation in educational outcomes according to “place,” or one’s geographic environment, has been
explained in educational theory. In a critical review of functional, conflict, cultural and institutional theory in education,
the author describes the disciplinary perspectives and research that leave the mechanisms of student differentiation according
to place largely undeveloped. By introducing two related concepts of endogenous capital, the author articulates macro- and
micro-level systems of social mobility between and within schools according to place. The author contends the social organization
and functioning of schools mirror and support the larger structure of place-based stratification in that they sort and allocate
students into places within school that differentiate one’s ability to convert the resources of the environment into social
mobility.
相似文献
Odis Johnson Jr.Email: |
10.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |
11.
While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some
way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what
goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions
and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional
and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions
of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors
to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement
of learning for students.
相似文献
Susan J. LeaEmail: |
12.
Eyvind Elstad 《Learning Inquiry》2008,2(1):53-71
Volitional issues are important in today’s classrooms where autonomous students are expected to manage school demands on their
own. A new kind of challenge has appeared with the advent of free Internet access in the classroom. Motivational conflicts
may therefore arise between (1) immediate rewards of electronic chatting, surfing, and games and (2) the long-term rewards
of academic achievement. Paradoxes of our educational system are emerging in the technology-rich classroom, for example, the
basic need of student autonomy versus dealing with constraints to regulate one’s own behaviour. The main purposes of this
article are, first, to discuss volitional issues on a theoretical level. Second, a field study is used to identify how students
are using volitional (or self-discipline) strategies in technology-rich laissez-faire classrooms. Third, how schools may design
institutional arrangements which can scaffold the student’s use of self-discipline strategies are discussed. The strategies
which are enumerated may contribute to school programs that are to build self-discipline. Understanding how to design institutional
features to influence students’ choices in directions that improve their academic achievement is one of the major challenges
in education.
相似文献
Eyvind ElstadEmail: |
13.
The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this
article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population,
shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change
and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably
stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues
for further research, policy and practice are discussed.
相似文献
Peter MacauleyEmail: |
14.
Joan L. Whipp R. A. Lorentz 《Educational technology research and development : ETR & D》2009,57(2):169-192
While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses,
little is known about how online instructors give help in ways that lead to increased student help seeking and academic success.
In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and
academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive
and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary
data sources included all course postings by the instructors, interviews with the instructors, observational field notes on
course discussions, student interviews, and final student grades. Archived course documents and student discussion postings
were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they
varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics.
This variation in teaching presence related to differences across the courses in student perceptions of support, student help
seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research
are offered.
相似文献
Joan L. WhippEmail: |
15.
William R. Doyle 《Research in higher education》2009,50(1):52-72
The impact of increased academic intensity on transfer rates from community colleges to 4-year institutions has been estimated
only from observational data, with the possibility of selection bias. This study uses matching estimators to overcome possible
selection bias and estimate the causal impact of increased academic intensity on transfer rates. Using student unit record
data from Tennessee for the years 1995 through 2004, I find that taking 12 or more credit hours increases the probability
of transfer from between 11% and 15%.
相似文献
William R. DoyleEmail: |
16.
Quality Matters: Assessing the Impact of Attending More Selective Institutions on College Completion Rates of Minorities 总被引:1,自引:0,他引:1
Tatiana Melguizo 《Research in higher education》2008,49(3):214-236
This paper examines the impact of attending different categories of selective institutions on students’ college completion.
Specifically, it explores differences in the impact that selectivity of an institution has by race and ethnicity. The analysis
accounts for the impact of individual and institutional characteristics and corrects for omitted variables with proxies for
student motivation. The results suggest that students who attend the most selective institutions and highly selective institutions,
as opposed to non-selective ones, are more likely to complete a bachelor’s degree. This result holds for African American
and Hispanic students. After correcting for the problem of sorting of students into specific types of institutions, the results
of the models suggest that the coefficient of selective institutions might have a small upward bias. The positive effect of
selective institutions on attainment suggests that they have the potential to increase the graduation rates of minorities
while narrowing the persistent college completion gap.
相似文献
Tatiana MelguizoEmail: |
17.
Representatives from more than 20 institutions making up a research and teaching network met to discuss and investigate a
web application designed to promote knowledge sharing and understanding. The web application, called Fieldtrip, enables students,
professors and researchers to virtually share their experiences and findings from real field trips. This study investigates
how professors from the network conceived Fieldtrip and their approach to designing and teaching student learning experiences
using it. Results show that the professors had divergent understandings of the potential of the web application, and that
qualitatively better ways of conceiving Fieldtrip were related to more robust approaches to design for learning and teaching.
The implications of this study as an exploration into professor experiences of web applications are important if universities
wish to make the best use of technologies in learning for their students and professors.
相似文献
Brendan F. D. BarrettEmail: |
18.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
Chit-Kwong KongEmail: |
19.
Matti E. Lindberg 《Higher Education》2009,58(3):339-358
This article addresses the question of how great are higher education students’ incentives to change study programs or institutions
to improve one’s personal employability in the course of the higher education-to-work transition process. The posed question
is addressed at a system level. Students’ mobility between programs and institutions is referred to as ‘student mobility’
and graduates’ mobility between jobs is referred to as ‘early career mobility.’ The relationship between these two separate
components of mobility is discussed in three different institutional frames: German/Finnish, Italian, and British. When depicting
the relationship between the two components of mobility, the article also considers parallel phenomena such as prolongation
of the degree-earning process and participation in work-life with student status. Indicator level analysis concerning graduates
of the year 2000 reveals important differences between the three institutional frames: in Germany and Finland, there is a
high level of student mobility at the basic degree level combined with a low level of career mobility after graduation; in
the UK the opposite transition logic than that of Germany and Finland occurs, and in Italy students demonstrate prolonged
transitions with little student mobility and early career mobility.
相似文献
Matti E. LindbergEmail: |
20.
Legacies, or students with a family member who graduated from the same college or university, have been the source of much
debate. We add to the existing literature by providing a detailed empirical portrait of legacies at a private, selective university
across the college years. We examine how legacies are distinctive in their admissions profiles, within-college achievement
and post-graduation plans, using data from a panel study of students attending Duke University. We find that legacies enter
college with an abundance of economic, cultural and social capital, but also have lower levels of human capital compared to
other students with college graduate parents. Due to this human capital deficit, legacies have lower grades in the first college
year, but show little academic underperformance in subsequent semesters. Additionally, legacies are less likely to plan to
be a medical doctor or engineer and have somewhat lower degree aspirations than other students.
相似文献
Nathan D. MartinEmail: |