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Based on a comprehensive review of the last twenty years of research on the influences of college on students, this article discusses conceptual and methodological recommendations for enhancing future assessment and college impact studies. The recommendations deal with isolating net college effects, studying the timing of change, estimating college effect sizes, examining indirect and conditional effects, and the potential benefits of qualitative approaches. Areas for future inquiry are also identified.Presented at the Annual Forum of the Association for Institutional Research, Louisville, KY, May 13–16, 1990. 相似文献
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Conclusion While the FBMP has had to go through many of the growing pains that often come with a new program, it is continuing to develop
to meet the changing needs that teachers have in regards to both technology training and implementing technology-infused lessons
within their daily classroom activities. As uncertified teachers work toward their particular subject area credentials, they
are also working to develop the skills that will make them into the types of teachers that will be better able to help their
students experience many of the technological advancements that may provide them with the skills necessary to compete in an
ever-changing marketplace. While the goal is to create a teaching staff grounded in the belief and understanding that technology
has the potential to fundamentally change how teachers teach and students learn, the FBMP recognizes the fact that teachers
themselves are all moving on their own integration continuum. Some are just starting to become familiar with different technological
applications, and others are already manipulating technology and using it effectively to benefit their own subject area lessons.
Helping teachers move along this continuum is the overarching goal of the program, and by providing a systematic structure
for both training and support, the FBMP is working to revamp the educational process in Brunswick County and ultimately raise
the standards of both teachers and students across the County as a whole. 相似文献
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This study assessed the relationship between the frequency of college students' informal nonclassroom contact with faculty for each of six purposes and their generalized perceptions of instructional quality. Two factorially derived components of instructional quality (based on a 14-item instrument) were used as the dependent variables in two regressions on the six types of contact. The frequency of contacts for discussing intellectual or course-related matters and for discussing a campus issue or problem made statistically significant and unique contributions in predicting students' perceptions of instructor concern and ability.An earler version of this paper was presented to the annual conference of the American Educational Research Association, Boston, April 1980. 相似文献
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Curt M. Adams Jordan K. Ware Ryan C. Miskell Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180
This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. 相似文献
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Patrick Otto 《Christian Higher Education》2016,15(5):252-262
The Christian university has a distinct responsibility to provide an environment devoted to the spiritual formation of students. Spiritual formation is not to be viewed as the only important goal of the university, thereby sacrificing intellectual or relational development, but rather spiritual formation is the aggregate “product” of the Christian college. It is a culminating attribute produced holistically from the collection of experiences gained while attending the Christian college. Christian higher education has distinct advantages in its history of spiritual formation while also facing significant challenges. Yet as the Christian colleges are true to their calling, there are few institutions better positioned to examine the spiritual formation of their students. This article reviews various aspects of this spiritual formation. 相似文献
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