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This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree
aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction
with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on
58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings
reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation
status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation
status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty
interaction by minimizing the gender, race, social class, and first-generation differences associated with it.
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Linda J. SaxEmail: |
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Keith Forrester 《Studies in Continuing Education》2013,35(3):257-270
Against a background of declining union significance and falling membership, this article reviews the recent development of trade union workplace learning in Britain. It is argued that the dominant framework within which this learning is currently undertaken is one of ‘employability’. Instead of an employability framework, it is suggested that an educational framework informed by ‘democratic citizenship’ better serves the need for unions and their members to engage with changes within the workplace and within the wider societal context. 相似文献
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Andrew Peterson 《Thinking Skills and Creativity》2012,7(3):281-282