Showing papers on "Higher education published in 1987"

Leaving College: Rethinking the Causes and Cures of Student Attrition

Abstract: As enrollments continue to decline, student retention is increasingly vital to the survival of most colleges and universities. In the second edition of this text, Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. This revised and expanded edition incorporates the explosion of recent research and policy reports on why students leave higher education. Incorporating current data, Tinto applies his theory of student departure to the experiences of minority, adult and graduage students, and to the situation facing commuting institutions and two-year colleges. He has revised his theory, giving new emphasis to the central importance of the classroom experience and to the role of multiple college communities.

Seven Principles for Good Practice in Undergraduate Education.

Abstract: Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Understanding and Facilitating Adult Learning

Abstract: (1987). Understanding and Facilitating Adult Learning. The Journal of Higher Education: Vol. 58, No. 5, pp. 602-604.

Education and learning to think.

Abstract: The economic and social challenges confronting the nation today demand that all citizens acquire and learn to use complex reasoning and thinking skills. Education and Learning to Think confronts the issues facing our schools as they take on this mission. This volume reviews previous research, highlights successful learning strategies, and makes specific recommendations about problems and directions requiring further study. Among the topics covered are the nature of thinking and learning, the possibilities of teaching general reasoning, the attempts to improve intelligence, thinking skills in academic disciplines, methods of cultivating the disposition toward higher order thinking and learning, and the integral role motivation plays in these activities.

Research on Written Composition: New Directions for Teaching.

Abstract: The machine is constructed to automatically dry partly cooked tacos or tortillas before being formed and then to automatically form them while completing cooking in a vat or tank of cooking oil. The dried tortillas are carried by a conveyor to the cooking and forming mechanism. This mechanism comprises two sets of conveyors that form the tortillas into the taco shape and carry them down through the cooking oil after which they are released and allowed to float to the surface after which the formed and cooked tacos are carried away. One conveyor is arranged over the other, each conveyor carries a series of V-shaped forming members arranged so that the forming members on the lower conveyor telescope into the forming members on the upper conveyor as they are passed through the cooking oil. The tortillas are carried into a position between the upper and lower forming members and are then formed as the upper members telescope down over the lower members.

The Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization

Abstract: This paper examines the origins of state educational systems in Europe in the nineteenth century and the institutionalization of mass education throughout the world in the twentieth century. We offer a theoretical interpretation of mass state-sponsored schooling that emphasizes the role of education in the nation-building efforts of states competing with one another within the European interstate system. We show that political, economic, and cultural developments in Europe led to a model of the legitimate national society that became highly institutionalized in the European (and later, world) cultural frame. This model made the construction of a mass educational system a major and indispensable component of every modern state's activity. We discuss the usefulness of this perspective for understanding recent cross-national studies of education.

Student Price Response in Higher Education: The Student Demand Studies.

Abstract: (1987). Student Price Response in Higher Education. The Journal of Higher Education: Vol. 58, No. 2, pp. 181-204.

The extent and function of parental attachment among first-year college students.

Abstract: The extent and function of the parent-child bond, conceptualized according to Ainsworth's (M.D.S. Ainsworth, M. C. Blehar, E. Walters, and S. Wally [1978],Patterns of Attachment: A Psychological Study of the Strange Situation, Erlbaum Associates, Hillsdale, NJ) model of attachment, was explored for a group of first-year college students (N=173) at a selective, prestigious, northeastern university. Overall, students' descriptions of their parental relationships were positive and resembled Ainsworth's secure attachment type. Most students viewed their parents as a secure base, encouraging independence and remaining available as a source of support when needed. Furthermore, students indicated that they sought parental help more than a moderate amount in situations of stress. For female students, close parental relationships were found to be positively associated with self-reports of assertion.

Performance indicators in higher education

Abstract: Interest has been increasing in many countries in assessing performance of higher education institutions (and also departments within institutions). Two important reports in the U.K. in recent years have strongly advocated the use of performance indicators for this purpose. This paper argues that such indicators cannot be used in a meaningful way without a clear view of institutional goals. Problems of deriving such goal systems are discussed and a critical review of work done in this field is presented. Methodological problems associated with devising and using effective and useful performance indicators are described and research undertaken in this field outlined. Finally the authors outline the conditions under which they believe performance indicators may be used to give valid insights into performance of institutions (or departments).

Preparing For Power: America's Elite Boarding Schools

Abstract: * Prologue: Seeking the Prep School Perspective The World Of Boarding Schools * Privilege and the Importance of Elite Education * Rousseaus Children: Total Educational Environments * The Chosen Ones The Prep Rite Of Passage * Cultural Capital: Curricula and Teachers * Academic Climates, Teaching Styles, and Student Stress * The Iron Hand in the Velvet Glove: Trustees, Heads, and Charisma * The Prep Crucible * The Student Underlife and the Loss of Innocence The World Beyond * The Vital Link: Prep Schools and Higher Education * Preps at Play and in the Power Structure

Teaching with writing

Abstract: "Teaching with Writing" was developed to approximate the experience of an interdisciplinary writing workshop aimed at high school and college teachers in every subject area. Such workshops have become the primary vehicles disseminating writing-across-the-curriculum ideas.

The Kolb Model Modified for Classroom Activities

Abstract: (1987). The Kolb Model Modified for Classroom Activities. College Teaching: Vol. 35, No. 4, pp. 141-146.

Problem-Based Learning in Education for the Professions

Abstract: (1987). Problem-Based Learning in Education for the Professions. The Journal of Higher Education: Vol. 58, No. 4, pp. 490-492.

Enhancing college students' critical thinking: A review of studies

Abstract: Twenty-seven studies are reviewed that investigate the effect of instructional methods, courses, programs, and general college experiences on changes in college students' critical thinking. Only two studies used true experimental designs; most were nonequivalent pretest-posttest control group designs. The results failed to support the use of specific instructional or course conditions to enhance critical thinking, but did support the conclusion that college attendance improves critical thinking. What is lacking in the research is a common definition of critical thinking, good instrumentation to provide specific measurement, and a clear theoretical description of the nature of an experience that should enhance critical thinking.

Appropriateness and Effectiveness Perceptions of Conflict Strategies

Abstract: This study investigates how conflict strategies and communicator gender affect two properties of communicative competence, appropriateness and effectiveness, and how these properties are associated with interpersonal attraction. In total, 361 participants read one of 12 randomly distributed conflict scripts that operationalized one of three conflict strategies (i.e., integrative, distributive, or avoidance), communicator gender, and episode type (i.e., same- versus opposite-sex situation). The impact of strategy type, gender, and episode on measures of general appropriateness, specific appropriateness, and effectiveness is reported. While all of the competence properties varied due to strategy inductions, specific appropriateness was the most sensitive to strategy differences. In addition, both appropriateness variables correlated strongly, and effectiveness correlated moderately with social and task attraction. Discussion focuses on the implications of the results for communication competence research.

Power in the classroom VII: Linking behavior alteration techniques to cognitive learning

Abstract: The present investigation examined the relationship between use of Behavior Alteration Techniques (BATs) and student perceived cognitive learning in college classes. Arguing that BATs serve to gain student on‐task compliance which, in turn, is consistently associated with achievement, results indicated a substantial relationship between BAT use and cognitive learning on both absolute and relative measures of achievement. Supplementary analyses further indicated that students perceived “good”; teachers employing more of the BATs positively associated with learning, while “poor”; teachers employed more of the BATs negatively associated with learning. Relatively small differences in teacher BAT use were noted for courses in students’ major area of study versus those courses outside their major. Discussion centers on those BATs recommended for use which are associated with higher cognitive learning and which do not, simultaneously reduce students’ affect.

Comparing the effects of problem-based and conventional curricula in an international sample

Abstract: In this article, the authors review 15 studies that compare various educational outcomes of problem-based, community-oriented medical curricula with those of conventional programs. The data suggest that problem-based curricula provide a student-centered learning environment and encourage an inquisitive style of learning in their students as opposed to the rote memorization and short-term learning strategies induced by conventional medical education. In addition, community-oriented schools appear to influence the career preferences of their students. The few data available show that significantly larger proportions of graduates from these schools seek careers in primary care. Some of the studies reviewed suggest that students in conventional programs perform somewhat better on traditional measures of academic achievement than do students in problem-based curricula. However, these differences, if any, tend to be very small. Data with respect to performance on instruments measuring clinical competence are inconclusive. Finally, the authors discuss the difficulties involved in carrying out comparative research at the curriculum level.

The Effects of Community Colleges: Aid or Hindrance to Socioeconomic Attainment?.

Abstract: The community college is both important and controversial. It now enrolls 36 percent of all students in college. But there is much debate over whether it aids or hinders its students' socioeconomic attainment. This paper aims to measure the community college's effects and to explain how those effects are produced. In the first section, I critically synthesize research comparing the effects of community colleges and the effects of other postsecondary institutions on educational attainment and economic success. I conclude that baccalaureate aspirants entering community colleges attain less educationally and economically than comparable students entering four-year colleges. But community-college entrants seeking only subbaccalaureate vocational training seem to get more education than if they had entered a four-year college. However, the research allows no conclusion on which type of institution best promotes the economic success of subbaccalaureate aspirants. In the second section of the paper, I develop a model of the factors that impede the educational attainment of community-college entrants who aspire to a baccalaureate.

Spatial Ability and its Role in Organic Chemistry: A Study of Four Organic Courses.

Abstract: The relationship between spatial ability and performance in organic chemistry was studied in four organic chemistry courses designed for students with a variety of majors including agriculture, biology, health sciences, premed, pre-vet, pharmacy, medicinal chemistry, chemistry, and chemical engineering. Students with high spatial scores did significantly better on questions which required problem solving skills, such as completing a reaction or outlining a multi-step synthesis, and questions which required students to mentally manipulate two-dimensional representations of a molecule. Spatial ability was not significant, however, for questions which could be answered by rote memory or by the application of simple algorithms. Students who drew preliminary figures or extra figures when answering questions were more likely to get the correct answer. High spatial ability students were more likely to draw preliminary figures, even for questions that did not explicitly require these drawings. When questions required preliminary or extra figures, low spatial ability students were more likely to draw figures that were incorrect. Low spatial ability students were also more likely to draw structures that were lopsided, ill-proportioned, and nonsymmetric. The results of this study are interpreted in terms of a model which argues that high spatial ability students are better at the early stages of problem solving described as “understanding” the problem. A model is also discussed which explains why students who draw preliminary or extra figures for questions are more likely to get correct answers.

Higher education: a policy discussion paper

Abstract: This paper highlights Australia’s position as part of the international community and the need for change in the education sector, in particular the higher education system, to enable the Australian community to respond to the dynamism of world events and thus prosper as a nation. This policy discussion paper aims to promote further growth in the higher education system in response to Australia’s economic, social and cultural needs. Part one, ‘Assessing the challenge’, contains the following chapters: The nature of the challenge; The size of the task; The implications for education; A fair chance for all. Part two, ‘A unified national system’, contains: Structure and organisation; Resource allocation; Management; Staffing; Research and postgraduate studies. Part three, ‘Funding the system’, contains: Future arrangement; Non-Commonwealth sources. Included as appendices are: Participation in higher education; Labour force status and educational attainment; Australia’s participation from an international perspective; Demographic projections; Recurrent grants and student load in each institution; Commonwealth funding of higher education.

English Language Proficiency and the Prediction of Academic Success

Abstract: This article discusses the relationship between English language proficiency and academic success in universities and colleges in which English is the language of instruction. It points out some of the difficulties associated with determining this relationship and summarizes previous investigations of the issue. It is argued that while the research clearly shows that many factors other than English proficiency are important to academic success, there may be for each institution, or even for each program within an institution, a minimum level below which lack of sufficient proficiency in English contributes significantly to lack of academic success. Such a level can be determined by each institution individually, but until it is determined, a number of steps can be taken for establishing reasonable English language proficiency requirements. At many colleges and universities, ESL professionals are called upon by admissions officers for help in making admissions decisions for nonnative speakers of English. ESL professionals may be asked what cutoff scores should be used on standardized tests that have

Cognitive Styles: an integrated model

Abstract: Cognitive styles are potentially useful in education as a means of characterizing stable individual differences that influence the effectiveness of teaching and learning. However, anyone interested in using styles in either research or practice is faced with a literature that is not only disorganized but also dated. Little basic research is being done to clarify the conceptual and measurement problems that bedevil the field. One way to revive interest in basic research would be to link ‘traditional’ conceptions of cognitive styles with the more vigorous field of cognitive psychology. This might result in new ways of conceptualizing individual styles, as well as resolving the problem of the relationships between styles. In this paper, I take a step in this direction by integrating some of the more common conceptions of cognitive styles into an information processing model of cognition.