共查询到20条相似文献,搜索用时 31 毫秒
1.
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: |
2.
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: |
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.
Wolff-Michael Roth’s In Search of Meaning and Coherence: A Life in Research, presents a selection of his previously published key works layered with current commentary and analysis. In this book review,
we explore themes that emerge through the text to trace Roth’s development as a theoretician and as a researcher. We recommend
this book for all those who are interested in Wolff-Michael Roth and the trajectory of his career, in particular those who
are just beginning their journey towards academic scholarship.
相似文献
Christina SiryEmail: |
5.
The incidence of extramural collaboration in academic research activities is increasing as a result of various factors. These
factors include policy measures aimed at fostering partnership and networking among the various components of the research
system, policies which are in turn justified by the idea that knowledge sharing could increase the effectiveness of the system.
Over the last two decades, the scientific community has also stepped up activities to assess the actual impact of collaboration
intensity on the performance of research systems. This study draws on a number of empirical analyses, with the intention of
measuring the effects of extramural collaboration on research performance and, indirectly, verifying the legitimacy of policies
that support this type of collaboration. The analysis focuses on the Italian academic research system. The aim of the work
is to assess the level of correlation, at institutional level, between scientific productivity and collaboration intensity
as a whole, both internationally and with private organizations. This will be carried out using a bibliometric type of approach,
which equates collaboration with the co-authorship of scientific publications.
相似文献
Giovanni AbramoEmail: |
6.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
Peter WoodEmail: |
7.
Tammy Stone 《Innovative Higher Education》2009,33(4):229-238
This article explores the concept of academic receivership in U.S. colleges and universities. Academic receivership occurs
when control of an academic department or program is removed from the faculty and an outside chair is put in place by the
college or university administration. A literature review is supplemented by a small survey to assess how common receivership
is and how it is administered. Combined, these elements allow for a discussion of the warning signs that a department is becoming
dysfunctional and a procedure to guide a department through the receivership process.
相似文献
Tammy StoneEmail: |
8.
Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca
2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage
in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins
to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these
faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the
challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure
and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.
相似文献
Matthew M. MarsEmail: |
9.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
10.
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: |
11.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
Eric L. DeyEmail: |
12.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
Sheau-Wen LinEmail: |
13.
Steve Kogan 《Academic Questions》2007,20(3):219-234
In our summer 2006 issue, we ran a comprehensive overview of how postmodernism has degraded composition on our campuses. Steve
Kogan enlarges that indictment and charges that the movement has deliberately corrupted every area of English instruction—from
the acquisition of skills and knowledge to the more fundamental mission of developing in students the habits of disciplined
learning.
Steve Kogan is a retired professor of English at the Borough of Manhattan Community College of the City University of New York. He continues to write and publish on literary and academic subjects. 相似文献
Steve KoganEmail: |
Steve Kogan is a retired professor of English at the Borough of Manhattan Community College of the City University of New York. He continues to write and publish on literary and academic subjects. 相似文献
14.
Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level 总被引:1,自引:0,他引:1
Using national survey data and discrete-time logit modeling, this research seeks to understand whether student aid mediates
the relationship between parental income and student dropout behavior. Our analysis confirms that there is a gap in dropout
rates for low-income students compared with their upper income peers, and suggests that some types of aid are associated with
lower risks of dropout. Thus, we examine the interaction between financial aid type and parental income to explore whether,
and if so how, different types of aid may reduce the dropout gap by income level group. We find that the receipt of a Pell
grant is related to narrowing the dropout gap between students from low- and middle-income groups, although overall the interaction
between Pell grant and income is not significant. Loans and work-study aid both have similar effects on student dropout across
all income groups. Methodologically, our results demonstrate the need to model dropout behavior temporally and to avoid main-effect
bias by incorporating interaction effects.
相似文献
Stephen L. DesJardinsEmail: |
15.
Conflict in the university setting is an inherent component of academic life. Leaders spend more than 40% of their time managing
conflict. Department heads are in a unique position—they encounter conflict from individuals they manage and from others to
whom they report such as a senior administrator in the position of dean. There are very few studies that seek to ascertain
the conflict management styles of department heads and how these impact leadership and professional development. This qualitative
research study explored the conflict management styles of 20 department heads across a variety of disciplines and with varying
levels of experience at a public research extensive university in the South. Based on an analysis of conflict management styles,
the article offers implications for the professional development of department heads.
相似文献
Christine A. StanleyEmail: |
16.
A research framework for creative and imitative reasoning 总被引:1,自引:0,他引:1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
Johan LithnerEmail: |
17.
Heinke Roebken 《Higher Education》2007,54(1):99-113
By using recruitment data from 60 German departments of business administration, networks are constructed in which the nodes
are departments, and two departments are connected if they have either sent or received a scientist from one another. Different
concepts of social network analysis are applied to answer a series of questions, such as the number of scientists the business
departments produce, to whom they send and from whom they receive their scientists, and which role academic networks play
in the career of young scientists in business administration. Regression analysis revealed that network centrality is a robust
predictor of departmental reputation. The social network approach can be used to assess reputational differences among business
departments, thereby providing an alternative to existing opinion surveys and research rankings.
相似文献
Heinke RoebkenEmail: |
18.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |
19.
M. Catherine Tucker 《International journal for the advancement of counseling》2006,28(3):241-256
Children are raised hearing stories of local and mythic heroes in every society (Campbell, 1968). Parents and teachers have used tales surrounding the lives of heroes to teach children about courage, honor, and integrity for thousands of years. Yet, in spite of this rich history, there is astonishingly little research about the impact of hero stories on the lives of children. In this study, data were obtained from children in a South African primary school exploring the uses of hero stories in the social construction of the self as hero. Implications for counseling children are discussed.
相似文献
M. Catherine TuckerEmail: |
20.
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement 总被引:2,自引:0,他引:2
Robert H. Stupnisky Robert D. Renaud Lia M. Daniels Tara L. Haynes Raymond P. Perry 《Research in higher education》2008,49(6):513-530
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to
use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think
critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been
found to be an important factor in college students’ academic success, may be an important factor in developing this disposition.
The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic
control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable
cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted
their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived
academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found
to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking
disposition and perceived academic control among college students are discussed.
相似文献
Robert H. StupniskyEmail: |