Records: 239
A Conceptual Model of Nontraditional Undergraduate Student Attrition
John P. Bean Barbara S. Metzner |
APA Citation
Bean, J. P., & Metzner, B. S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of educational Research, 55(4), 485-540.
Annotation
This paper reviewed and significantly expanded on the work of Tinto (1975) and others to make it more applicable to distance learners in higher education. Specifically, Bean and Metzner identified four sets of variables influencing a student’s decision to persist: personal background variables, academic variables, environmental variables, and social integration variables. Background variables include various demographic variables, high school performance, and the student’s educational goals. . . .
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Introduction to Qualitative Research Methods: The search for meanings
Taylor Steven R. Bogdan |
APA Citation
Steven, T., & Bogdan, R. (1984). Introduction to qualitative research methods: the search for meanings.
Annotation
Not available
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Measuring the Quality of College Student Experiences: An account of the development and use of the college student experiences questionnaire
Robert Pace |
APA Citation
Pace, C. R. (1984). Measuring the Quality of College Student Experiences. An Account of the Development and Use of the College Student Experiences Questionnaire.
Annotation
Students believed that they made the most progress in intellectual competencies and self-understanding.
Study focused on the quality of effort as a predictor of students' progress toward the attainment of important educational goals.
All of the activities are voluntary.
If you to go college and make the effort to use the facilities and opportunities it provides you can get a very good education.
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Social Psychological Aspects of Computer-Mediated Communication
Sara Kiesler Jane Siegel Timothy McGuire |
APA Citation
Kiesler, S., Siegel, J., & McGuire, T. W. (1984). Social psychological aspects of computer mediated communication. American Psychologist, 39, 1123-1134.
Annotation
Many of the findings of this article should be taken with a grain of salt given the different CMC contexts between 1984 and 2012. Essentially, the authors intended to bridge the gap in literature at the time concerning social psychological traits of CMC. They suggest that “computer-mediated communication differs in many ways, both technically and culturally, from more traditional communication technologies. Technically, it has the speed (including simultaneity, if desired) and energy efficiency, . . .
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Student Involvement: A developmental theory for higher education
Alexander Astin |
APA Citation
Astin, A. (1984). Student involvement: a developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
Annotation
The NSSE definition aligns with Astin’s classic definition of student involvement: “the amount of physical and psychological energy that the student devotes to the academic experience” (1984, p.297?) Therefore, the greater the student involvement, the greater the amount of learning. Astin contents that students’ mental and physical time and energy is finite and that all academic decisions must be based off of this, both pedagogical and administrative. This time and energy is viewed as an . . .
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Measuring the Quality of Student Effort
C. R. Pace |
APA Citation
Pace, C. R. Measuring the quality of student effort. Current issues in higher education, 10-16.
Annotation
Noting that accountability for student success is a joint effort between students and the institution, this study looks at how students interact with facilities and academic resources in order to achieve. Using a 14-point scale that measures usage/engage with resources from the library and the classroom to residence halls and the student union, the researchers find that increased engagement correlates with increased academic progress. Likewise, they find that race and background characteristics . . .
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Measuring Outcomes of College: Fifty years of findings and recommendations for the future
C. B. Pace |
APA Citation
Pace, C. R. (1979). Measuring outcomes of college: Fifty years of findings and recommendations for the future. San Francisco: Jossey-Bass
Annotation
This reader outlines a number of higher education studies, surveys, and findings from the early and mid-1900s. Organized in three sections, the first part looks at achievements during college (focusing on undergraduates) with the second part giving a review of alumni achievements. The former includes findings from state-wide (The Pennsylvania Study) and national surveys (GRE results, general education, CLEP). Alumni surveys include institutional, state, and national findings. Further, survey . . .
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The Social Psychology of Telecommunications
J. Short E. Williams B. Christie |
APA Citation
Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons.
Annotation
This 1976 book explores telecommunitions in 10 chapters. The first chapter looks at issues and impacts of telecommunition, including how technologies impact communication, economic influences, energy and environmental impacts, and social organization and relationships.
The book continues by examining telecommunication impact models and a classification of communication episodes. It also looks at theoretical approaches to varying medias as well as conflicts within them. The book concludes by . . .
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Dropout from Higher Education: A theoretical synthesis of recent research
Vincent Tinto |
APA Citation
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of educational research, 45(1), 89-125.
Annotation
This paper is one of the first systematic attempts to explain student persistence in higher education. Drawing on theories of suicide and cost-benefit analysis, Tinto’s theory explains persistence as a function of the student’s perceived benefit in continuing to pursue their academic goals as well as the student’s commitment to the social life of the institution. These commitments are influenced by the student’s level of integration into the academic and social life of the institution as well as . . .
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