College-bound high-school graduates of 1972 and 1980 compared by college major     

Lyle V. Jones  Tanja Bekhuis  Ernest C. Davenport Jr. 《Research in higher education》1985,23(3):319-331

College enrollments are shown to have increased since the 1970s for majors in computer science, engineering, and business, and to have decreased for the biological and social sciences, the humanities, and education. In both the 1970s and the 1980s, high average levels of high-school achievement are observed for declared college majors in science and engineering fields. Education and business majors display records of relatively low average levels of achievement in high school, as do college dropouts, whatever their college major.  相似文献   

Influences affecting the development of students' critical thinking skills   总被引：7，自引：2，他引：7  

Patrick T. Terenzini  Leonard Springer  Ernest T. Pascarella  Amaury Nora 《Research in higher education》1995,36(1):23-39

This study estimates the relative and unique effects on changes in critical thinking of three dimensions of students' college experience: curricular exposure, formal classroom and instructional experiences, and out-of-class experiences. Students' classroom/instructional and out-of-class experiences both make positive, statistically significant, and unique contributions to gains in critical thinking above and beyond students' precollege characteristics and level of critical thinking. Theoreticians have long speculated that students' academic and nonacademic experiences jointly influence change, and this study supports that belief. The design and instruments in this study may be of interest to persons involved in assessment or the study of college impact.Paper presented at the meeting of the Association for Institutional Research, New Orleans, LA, May 1993.The National Center on Postsecondary Teaching, Learning, and Assessment is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred.  相似文献   

Feedback for Heads of Department     

Ingrid Moses  Ernest Roe 《高等教育研究与发展》1985,4(2):113-129

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Off with a theme: Emergent curriculum in action     

Marilyn A. Sheerer  Ernest Dettore  Jennifer Cyphers 《Early Childhood Education Journal》1996,24(2):99-102

Early childhood teachers can plan developmentally appropriate classrooms through a fusion of thematic and emergent curriculum approaches. Ernie, a preschool teacher/university professor working in a campus laboratory setting, designed and implemented a space theme which was relevant to young children, allowed them many opportunities to demonstrate their knowledge and skills and expand upon them in significant ways, and incorporated a variety of materials and resources. Overall, the use of this theme reflected the initial and emergent interests of both the teachers and children, as they interacted in the social environment.  相似文献   

Assessing Differential Prediction of College Grades by Race/Ethnicity with a Multilevel Model     

Steven A. Culpepper  Ernest C. Davenport 《Journal of Educational Measurement》2009,46(2):220-242

Previous research notes the importance of understanding racial/ethnic differential prediction of college grades across multiple institutions. Institutional variation in selection indices is especially important given some states' laws governing public institutions' admissions decisions. This paper employed multilevel moderated multiple regression to study the variation of selection indices across 30 institutions and the accuracy of selection indices in predicting college grades for students of different racial/ethnic backgrounds. Several benefits of multilevel models for cross-institutional differential prediction studies were described and include: controlling for institutional differences in range restriction, providing reliability estimates of least squares estimates, and adjusting criterion scores for differences in coursework difficulty. The findings from this study provide evidence of institutional variation in selection indices, which challenges current laws aimed at standardizing them. Specifically, there was evidence that the predictor slope coefficients varied across institutions, in addition to the estimates that measured intercept differences for African and Asian American students. Across universities, the results mirrored previous findings: high school grade point average (GPA) differentially predicted grades for African Americans, SAT verbal scores differentially predict grades for Asian Americans, and SAT math scores were better predictors of Asian Americans' grades.  相似文献   

A human dissection training program at Indiana University School of Medicine‐Northwest     

Ernest F. Talarico Jr. 《Anatomical sciences education》2010,3(2):77-82

As human cadavers are widely used in basic sciences, medical education, and other training and research venues, there is a real need for experts trained in anatomy and dissection. This article describes a program that gives individuals interested in clinical and basic sciences practical experience working with cadavers. Participants are selected through an open application process and attend sessions focused on anatomical terminology, gross anatomy and radiography, and some of the educational applications of human cadavers. Dissection skills are honed during an intensive, two‐day cadaver dissection and orthopedic workshop. Participants communicate the knowledge they gain through table‐side discussions, reflect upon the experience during a memorial service, and submit written program evaluations. Additionally, the dissection and preparation of cadaveric materials accomplished in this course are used in the medical school gross anatomy course during the next academic year. From 2004 through 2008, the annual number of applicants increased from 40 to 167, and the number of participants increased from 25 to 43 per year. Program participants have represented diverse ethnic, educational, and professional backgrounds. Feedback from participants has been remarkably positive, including comments on the large amount of learning that takes place during the sessions, the positive impact the program has had on career choice, and the desire for program expansion. This program, which could be replicated at other institutions, teaches anatomy, prepares cadaveric prosections for teaching and training others, and encourages participants to pursue careers in anatomical and biomedical sciences. Anat Sci Educ 3: 77–82, 2010. © 2010 American Association of Anatomists.  相似文献   

Response to a Cold Pressor Test during Physical Training     

Ernest D. Michael Jr.  Arthur Gallon  Adran Adams 《Research quarterly for exercise and sport》2013,84(3):382-388

Abstract

Members of the 1958–59 varsity basketball team at Santa Barbara and a control group of physical education majors not in training were tested each three weeks during a 17-week season of basketball competition on their response to a step test and to a cold pressor test. The results indicated that significant step test recovery pulse rate changes were made by the basketball players after three weeks of training. Maximum changes were found to occur after 17 weeks of training. The diastolic pressure response to the cold pressor test increased significantly (7 mmHg.) after six weeks of training and this was maintained for 17 weeks. The results indicated that a possible increased sensitivity or tone of the peripheral vessels resulted from physical training.  相似文献   

First-generation college students: Characteristics,experiences, and cognitive development     

Patrick T. Terenzini  Leonard Springer  Patricia M. Yaeger  Ernest T. Pascarella  Amaury Nora 《Research in higher education》1996,37(1):1-22

This study sought answers to three questions: (1) Do the precollege characteristics of first-generation students differ from those of traditional students? (2) Do first-generation students' college experiences differ from those of other students? (3) What are the educational consequences of any differences on first-year gains in students' reading, math, and critical thinking abilities? Answers come from 2,685 students (825 first-generation and 1,860 traditional students) who entered 23 diverse institutions nationwide in Fall 1992 and who completed one year of study. First-generation students differ from their traditional peers in both entering characteristics and college experiences. Although traditional students make greater net gains in reading during their first year, the two groups gain to about the same degree in math and critical thinking skills. Those gains, however, appear to result from somewhat different experiences.  相似文献   

Becoming a physician: The influence of the undergraduate experience     

Ernest T. Pascarella  Ellen M. Brier  John C. Smart  Leslie Herzog 《Research in higher education》1987,26(2):180-201

This study employed a national sample of college students who initially aspired to be, or later became, physicians to determine the influence of precollege characteristics, college origins, and the academic and social experience of college on the likelihood of becoming a physician. Estimates of a 14-variable causal model indicated that the major direct effects on attainment were attributable to college characteristics and the academic experience of college. Net of other causes, the selectivity/prestige of the undergraduate institution attended, collegiate academic achievement, and majoring in the physical or life sciences each had significant direct effects on becoming a physician. The direct positive influence of college quality, however, was partially counterbalanced by its negative indirect effect. Moreover, the greatest advantage in attending an elite institution accrued to those students with relatively high levels of academic performance. As academic performance declined, so did the positive effect of college quality. The effects of precollege characteristics on becoming a physician were largely indirect, mediated by the student's college experience. Net of other factors, women were no less likely than men to become physicians, but being female had a significant negative indirect effect. Conversely, secondary school achievement did not directly influence attainment but did have a large positive indirect influence.An earlier version of this paper was presented at the annual meeting of the Association for the Study of Higher Education, San Diego, February, 1987.  相似文献   

Racial Inequality in Critical Thinking Skills: The Role of Academic and Diversity Experiences     

Josipa Roksa  Teniell L. Trolian  Ernest T. Pascarella  Cindy A. Kilgo  Charles Blaich  Kathleen S. Wise 《Research in higher education》2017,58(2):119-140

While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical thinking. Using data from the Wabash National Study of Liberal Arts Education, we find substantial inequality in the development of critical thinking skills over four years of college between African American and White students. The results indicate that these inequities are not related to students’ academic experiences in college but are substantially related to their experiences with diversity. These findings have important implications for understanding racial inequality in higher education and considering strategies for addressing observed disparities.  相似文献