Showing papers on "Higher education published in 1982"
TL;DR: In this paper, the limits of theory and practice in student attrition are discussed, and a discussion of the relationship between attrition and the theory of student attrition is presented, with a focus on student attrition.
Abstract: (1982). Limits of Theory and Practice in Student Attrition. The Journal of Higher Education: Vol. 53, No. 6, pp. 687-700.
839 citations
Book•
01 Feb 1982
TL;DR: In this article, the authors discuss the subtle or overt ways in which women end men Students are often treated differently are discusied, and actions that can be taken to create a learning Climate that fosters the intellectual growth of all students are identified.
Abstract: Thesubtle or overt ways in which women end men Students are often treated differently are discusied, and'actions that can be taken to create a learning Climate that fosters the intellectual'growth of all students are identified.-Information was obtained from iereral kinds of sources,_ including empirical studies of postsedoidary and other classroomsreports-and surveys, and __:_responses to requests for information. Topics,include_the following: how awomen-tiff-eat ill'itudents and can `w "interfere with the educational process; devaluation and the postsecondary leerning climate; iiperiences-in early schooling; experiences in :society and everydaiinaquties4 everyday inequities in the postsecondary setting and in individual student-teacher intercben'e; the power of words and the classy oms silent language; everyday inequities, in talk thatnay be carried into the claisroom;4 -Ways of conducting discussion that can discourag women students; groups of women who may be especially -affected44 luding women _graduate'students, women in traditionally,"masculin fields, women minority students, -and older women-students. Policy qd general recommendations are-Offered-along with recommendations for the f011owing parties:-presidents, deani, department chairs, student affairs personnel, faculty, women students and special groups of -women students, ind,professiOnal'aisociations and-organizations. Recoiendations-regarding curriculum, prosiotion'of institutional research, ficultk devolopient-programs, and classroom climate issues are also presented.:4 selected list of areas for further research, a .-student-: faculty., cosimUhication'checklist, and a student perception questionnaire are wended. (SW) 4
752 citations
TL;DR: The idea of a university is one book that the authors really recommend you to read, to get more solutions in solving this problem.
Abstract: A solution to get the problem off, have you found it? Really? What kind of solution do you resolve the problem? From what sources? Well, there are so many questions that we utter every day. No matter how you will get the solution, it will mean better. You can take the reference from some books. And the the idea of a university is one book that we really recommend you to read, to get more solutions in solving this problem.
695 citations
01 Apr 1982
564 citations
TL;DR: Most teachers estimate that it takes them at least 20 to 40 minutes to comment on an individual student paper, and those 20-40 minutes times 20 students per class, times 8 papers, more or less, during the course of a semester add up to an enormous amount of time as mentioned in this paper.
Abstract: Most teachers estimate that it takes them at least 20 to 40 minutes to comment on an individual student paper, and those 20 to 40 minutes times 20 students per class, times 8 papers, more or less, during the course of a semester add up to an enormous amount of time. With so much time and energy directed to a single activity, it is important for us to understand the nature of the enterprise. For it seems, paradoxically enough, that although commenting on student writing is the most widely used method for responding to student writing, it is the least understood. We do not know in any definitive way what constitutes thoughtful commentary or what effect, if any, our comments have on helping our students become more effective writers. Theoretically, at least, we know that we comment on our students' writing for the same reasons professional editors comment on the work of professional writers or for the same reasons we ask our colleagues to read and respond to our own writing. As writers we need and want thoughtful commentary to show us when we have communicated our ideas and when not, raising questions from a reader's point of view that may not have occurred to us as writers. We want to know if our writing has communicated our intended meaning and, if not, what questions or discrepancies our reader sees that we, as writers, are blind to. In commenting on our students' writing, however, we have an additional pedagogical purpose. As teachers,'we know that most students find it difficult to imagine a reader's response in advance, and to use such responses as a guide in composing. Thus, we comment on student writing to dramatize the presence of a reader, to help our students to become that questioning reader themselves, because, ultimately, we believe that becoming such a reader will help them to evaluate what they have written and develop control over their writing. 1
472 citations
TL;DR: In this article, different Strokes in the Applicant Pool are discussed and different types of Strokes are used in different stages of the application process, and different candidates are compared in different contexts.
Abstract: (1982). Different Strokes in the Applicant Pool. The Journal of Higher Education: Vol. 53, No. 4, pp. 383-402.
323 citations
TL;DR: In this paper, college student performance, Satisfaction and Retention was studied in the context of higher education and the Journal of Higher Education: Vol. 53, No. 1, pp. 32-50.
Abstract: (1982). College Student Performance, Satisfaction and Retention. The Journal of Higher Education: Vol. 53, No. 1, pp. 32-50.
313 citations
TL;DR: For example, this article found that students tend to enter college when college appeals to them, when appropriate college choices are available, and when at least one of the available colleges has a larger value than the other available options.
Abstract: Students tend to enter college when college appeals to them, when appropriate college choices are available, and when at least one of the available colleges has a larger value than the other available options. When any of these conditions is not met, or appears not to be met, students tend to choose otherwise. There are occasions in which enrollment choices differ from what is optimal for society, and in such cases the logical public objective is to change some students' minds. For enrollment patterns in higher education to change, students must move from the "choose other" to the "choose college" group; merely reinforcing students' convictions that they have chosen wisely is of no benefit. Three possible strategies ensue: (1) changing the situation, which comprises students' preferences, the options among which they choose, and the characteristics of specific options; (2) improving available information about specific colleges and jobs, so that student perceptions are accurate (or at least favor college choices); or (3) reducing the role of chance in student choices. Among these strategies only two, changing the situation and improving information, translate readily into practical policy, because only for these do theory and research suggest specific tactics. These tactics range from expensive ones, such as building new colleges, to relatively
Journal Article•
TL;DR: The management of symbolic life of academic organizations is an area strangely neglected in discussions of academic management as discussed by the authors, and the adoption by higher education of the techniques of market-based businesses comes at a time when these businesses are being criticized for lack of attention to organizational culture.
Abstract: This article is concerned with the management of the symbolic life of academic organizations, an area strangely neglected in discussions of academic management. The adoption by higher education of the techniques of market-based businesses comes at a time when these businesses are being criticized for lack of attention to organizational culture. Academic institutions may best be understood as value-rational organizations grounded in strong cultures described as ideologies and belief systems. Some thoughts on the management of academic culture, on the management of meaning and social integration, are developed.
TL;DR: In this paper, a study of 17 Mexican American women between the ages of 28 and 40 years who came from lower socioeconomic backgrounds, yet succeeded in completing J.D., M. D., and Ph. D. degrees was conducted.
Abstract: This article deals with a study of 17 Mexican American women between the ages of 28 and 40 years who came from lower socioeconomic backgrounds, yet succeeded in completing J. D., M. D., and Ph. D. degrees. The researcher investigated 10 areas of the women's backgrounds ranging from child-rearing practices used by the parents to peer and school variables. The objective of the study was to identify background factors and experiences held in common by the women that may have contributed to their extraordinary educational accomplishments. Among the things found to be most important for these women were the strong models their mothers provided, the emotional support of their families, and the fact that they had attended highly integrated schools.
TL;DR: In the UK, there is no necessary law of permanent university expansion as mentioned in this paper, and no evidence to the contrary had been imposed in the previous 100 years, not even in the slump years of the 1930s: and significant other countries especially in the Anglo-Saxon world, had been in the habit of expanding their higher education at a faster rate throughout the present century.
Abstract: When adversity came to the British universities at the end of the 1970s, it was remarkable as much because it was unfamiliar as because it was unwelcome. Dons could perhaps be forgiven for failing to notice that there is no necessary law of permanent university expansion. No evidence to the contrary had been imposed in the previous 100 years, not even in the slump years of the 1930s: and significant other countries, especially in the Anglo-Saxon world, had been in the habit of expanding their higher education at a faster rate throughout the present century. Institutional memory of austere research budgets and of a small and uncertain equation between student supply and student demand had faded to virtual amnesia. During the 1960s rising numbers became perennially assumed. At a seminar on higher education as late as 1971, the then Permanent Secretary of the Department of Education and Science, Sir William Pile, remarked: "We are approaching the apocalyptic moment when mass higher education will really be upon us... Certain decisions must now be taken..." [1]. But towards the end of the 1970s the expansionary tide turned. Oxford, at least initially, faced retrenchment with incredulity. There were strong barriers to any contemplation of possible decline. An established 'first-choice' position supported tacit assumptions of financial buoyancy, attractiveness to undergraduates and graduates, connections to the metropolitan powers, and to international science and scholarship. The purpose of the seminars held in Oxford in the spring of 1982 and reported in this issue was to go beyond incredulity towards thought about the place of Oxford within the changing system of British higher education.
TL;DR: In this article, a conceptual distinction is drawn between communication apprehension and shyness, two constructs which some writers previously have treated as interchangeable, and measures of these constructs were examined for both relationship and independence.
Abstract: A conceptual distinction is drawn between communication apprehension and shyness, two constructs which some writers previously have treated as interchangeable. In two studies, measures of these constructs were examined for both relationship and independence. The results of the studies indicated validity of the conceptual distinction between these constructs.
TL;DR: The authors analyzes two strategies for the development of curriculum for field-based experiences in pre-service teacher education: "personalized" and "inquiry-oriented" approaches, arguing that given the self and survival concerns of many student teachers and the role that schools now seem to play in the perpetuation of social and economic inequalities in the USA, a personalized approach to fieldbased experiences is misguided.
Abstract: This paper analyzes two strategies for the development of curriculum for field‐based experiences in pre‐service teacher education: ‘personalized’ and ‘inquiry‐oriented’. It is argued that, given the self and survival concerns of many student teachers and the role that schools now seem to play in the perpetuation of social and economic inequalities in the USA, a personalized approach to field‐based experiences is misguided. An inquiry‐oriented approach to student teaching is presented and defended on the grounds that it is ethically more justifiable than a personalized approach. Finally, an inquiry‐oriented approach to student teaching is illustrated by examples from the elementary teacher‐education program at the University of Wisconsin.
TL;DR: In this paper, the instructional effects of cues, participation, and corrective feedback on learning were estimated from statistical data in 54 studies containing a combined sample of 14,689 students in approximately 700 classes, and the strong effects appeared constant from elementary level through college, and across socioeconomic levels, races, private and public schools, and community types.
Abstract: To estimate the instructional effects of cues, participation, and corrective feedback on learning, 94 effect sizes were calculated from statistical data in 54 studies containing a combined sample of 14,689 students in approximately 700 classes. The mean of the study-weighted effect sizes is .97, which suggests average percentiles on learning outcomes of 83 and 50, respectively, for experimental and control groups. The strong effects appeared constant from elementary level through college, and across socioeconomic levels, races, private and public schools, and community types. In addition, the effects were not significantly different across the categories of methodological rigor such as experiments and quasi-experiments.
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TL;DR: The validity of the Statistics Attitude Survey (SAS) was further examined in the present study as discussed by the authors, where students were assessed on a number of pretest and post test cognitive and non-cognitive variables, including the SAS.
Abstract: The validity of the Statistics Attitude Survey (SAS) was further examined in the present study. Students were assessed on a number of pretest and posttest cognitive and non-cognitive variables, including the SAS. SAS scores were found to be significantly related to such cognitive variables as basic mathematics skills, statistics preknowledge, and course grades. Non-cognitive factors with which SAS was significantly correlated were sex, the degree to which students indicated that they had wanted to take the course and that they were glad they had taken the course, number of previous mathematics courses completed, the status of a course being required or elective, calculator attitudes, and course and instructor evaluations. In addition, SAS scores showed a significant positive change from the beginning to the end of the course.
TL;DR: The purpose of as discussed by the authors was to identify and examine barriers purported to prevent the participation of Mexican American women in higher education as well as strategies to confront those barriers, and to find strategies for confronting those barriers.
Abstract: The purpose of this review was to identify and examine barriers purported to prevent the participation of Mexican American women in higher education as well as strategies to confront those barriers...
Journal Article•
TL;DR: In this paper, a cross-cultural experiential learning for teachers is discussed. But the authors focus on the cross-culture adaptation of cross-lingual learning for teacher education.
Abstract: (1986). Cross‐cultural experiential learning for teachers. Theory Into Practice: Vol. 26, Educational Perspectives, Then and Now, pp. 519-527.
TL;DR: A Selective Review of the Validity of Student Ratings of Teaching is presented in this paper, with a focus on the evaluation of student ratings of teaching in the context of higher education.
Abstract: (1982). A Selective Review of the Validity of Student Ratings of Teaching. The Journal of Higher Education: Vol. 53, No. 1, pp. 51-62.