Predicting freshman persistence and voluntary dropout decisions: A replication

This paper describes the results of a replication of a study testing the predictive validity of a 34-item instrument designed to assess the fundamental constructs of Tinto's model of college student attrition. A design, variables, and analytical procedures virtually identical to those of the original study (done at a large independent university) were used, and this research was conducted at a large public university. The five-factor structure, found in the original study to underlie the 34 items, was replicated almost exactly. As in the earlier work, the Institutional and Goal Commitment Scale was a significant predictor of attendance behavior even after controlling for a variety of students' precollege characteristics. Potential institutional differences in faculty members' influence on retention were identified. A cross-validation classification procedure suggests the five factors are reasonably stable predictors of attrition.An earlier version of this paper was presented to the annual conference of the American Educational Research Association, Boston, April 1980.     

Interaction of sex and year of enrollment in student perceptions of the university climate

This study investigated differences in student perceptions of the institutional climate associated with sex, year of enrollment, and the interaction between these two variables. Consistent with previous research, freshmen at both institutions sampled had significantly higher ratings of the climate on an intellectualism/scholarship factor than seniors. On two factors, identified as responsiveness and openness, a significant interaction effect was indicated between sex and class. No significant differences were noted between freshmen men and women; however, senior women were found to have significantly lower mean ratings on these two dimensions than senior men. Thus as length of exposure to the institution increased (comparing freshmen with seniors) assessments of the environmental press by male and female students tended to diverge.     

Constructivism,the psychology of learning,and the nature of mathematics: Some critical issues

Constructivism is one of the central philosophies of research in the psychology of mathematics education. However, there is a danger in the ambiguous and at times uncritical references to it. This paper critically reviews the constructivism of Piaget and Glasersfeld, and attempts to distinguish some of the the psychological, educational and epistemological consequences of their theories, including their implications for the philosophy of mathematics. Finally, the notion of cognizing subject and its relation to the social context is examined critically.     

Factors associated with successful and unsuccessful intervention with child abusive families

The authors conducted a treatment outcome study on 79 patients engaged in a program for maltreating parents. Treatment modalities included individual psychotherapy and counseling, group therapy, home visiting, and telephone advocacy with the duration of treatment ranging from 6 sessions to 36 months. On the basis of ratings by the primary therapist consensually validated by other staff, $\text{2}\text{3}$ of the sample demonstrated at least symptomatic improvement, whereas 28% improved significantly. Overall improvement was highly correlated with more subtle indices of childrearing, perception of the child, object relations, insight, and capacity for self-observation. The profiles of those maltreating parents who improved and those who did not emerged with respect to the impact of critical demographic, psychological, and therapeutic variables. Favorable outcomes were unlikely among parents who themselves had a history of maltreatment, who inflicted the more severe injuries, who entered the program involuntarily or who terminated against advice; while positive results were more prevalent in those parents with a less abusive childhood experience and who perceived a need for involvement in the program. Home visiting and advocacy appeared to enhance the potential for improvement.     

Modular video with children aged 3 to 11

Previous research by the authors indicated that the videorecorder was not being used effectively in schools with young children. This was partly owing to a lack of suitable video material. Pilot work established that videotapes in a modular form, rather than linear programmes, not only would act as a resource when required by teachers and children but also would encourage more flexible use of video. This would include small group viewing and frequent use of the stop/start, pause, rewind and fast forward controls to encourage interaction. This style is usually nowadays associated with the videodisc although its origin is with the videorecorder. In the quest for technological 'progress', too much emphasis has been put on the videodisc at the expense of the videorecorder. To offset this deficiency, this research and development project, in co-operation with teachers, was established to investigate which material best suits the needs of primary and nursery schools, and to produce a series of modular video tapes.     

Superhero Play: What's a Teacher to Do?

The dilemma over whether or not teachers should allow superhero play in their classroom continues. This article examines adults' beliefs about superhero play and suggests some potential benefits of such play. The authors offer examples of ways they have incorporated superhero play in their classroom.     

Differential impacts of academic and social experiences on college-related behavioral outcomes across different ethnic and gender groups at four-year institutions

The results of the study indicated that institutional experiences, academic achievement, and environmental pull factors contributed the most to persistence decisions. Furthermore, analyses revealed that differences in the effects of these factors for different ethnic and gender groups were important in explaining persistence decisions. No precollege factors (educational aspirations, prior academic achievement, attitudes toward learning, and support and encouragement to attend college) were found to improve the overall fit of the models for any of the groups in the study. For minorities, the biggest detrimental effects on dropout behavior were derived from pull factors in the form of family responsibilities and working off-campus. No significant positive effects from informal and formal interactions with faculty, close personal relationships with peers, and academic experiences during their first year in college were found to negate the large negative influences from the pull factors. For females, the most significant positive effect on college persistence came from mentoring experiences in the form of nonclassroom interactions with faculty.     

Gender in STEM Education: an Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates

The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female participation in STEM education lags behind men, it is possible that gender stereotypes may influence students’ first impressions of male and female instructors. The United Arab Emirates provides a unique context to study this phenomenon as it is a traditional patriarchal society that is highly dependent on the engineering discipline, especially within the oil and gas sectors. A total of 176 undergraduate students from 2 universities in the United Arab Emirates completed a survey about teaching effectiveness based on their perceptions of photographs of hypothetical male and female instructors. A factor analysis of survey items revealed 2 main subcategories of teacher effectiveness: namely teacher warmth and professionalism. A 2-way between-groups analysis of variance was conducted to explore the impact of teacher gender and student gender on perceptions of overall teaching effectiveness, as well as their perceptions of teacher warmth and professionalism. Findings revealed that there was a significant cross-gender effect on student perceptions of math and science instructors in the United Arab Emirates.     

Not all school dropouts are the same: Ethnic differences in the relation between reason for leaving school and adolescent substance use

Several national studies have revealed that students choose to drop out of school for a variety of reasons. Moreover, there are ethnic differences in the reasons dropouts give for leaving school. In the present study, the relation between reason for dropping out and substance use was explored in Mexican American and non‐Hispanic White adolescents. The results revealed that for Mexican American adolescents, substance use was highest among those who left school to be with their friends and lowest among those who left for family‐related reasons. Among non‐Hispanic White adolescents, there were no significant differences in substance use as a function of reason for leaving school. For both ethnicities, nearly one‐third of the dropouts reported that their substance use was an important contributor to their decision to leave school early. The theoretical and practical implications of these findings are discussed. Recommendations are made for ways in which the reasons that dropouts give for leaving school can be used to inform school programs. © 2002 John Wiley & Sons.     

Relationships between school climate,bullying and delinquent behaviours

Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes.