Showing papers on "Higher education published in 1992"

Learning to Teach in Higher Education

Abstract: Part 1: Learning and Teaching in Higher Education 1.Introduction 2.Ways if Understanding Teaching 3.What Students Learn 4.Approaches to Learning 5.Learning form the Student's Perspective 6.The Nature of Good Teaching in Higher Education 7.Theories of Teaching in Higher Education Part 2: Design for Learning 8.The Goals and Structure of a Course 9.Tecahing Strategies for Effective Learning 10.Assessing for Understanding Part 3: Evaluating and Improving the Quality of Teaching and Learning 11.Evaluating the Quality of Higher Education 12.What Does it Take to Improve Teaching?

The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education

Abstract: A new measure of motivation toward education has been developed in French, namely the Echelle de Motivation en Education (EME). The EME is based on the tenets of self-determination theory and is composed of 28 items subdivided into seven sub-scales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation), and a motivation. The purpose of this investigation was to cross-culturally validate in English the EME. The EME was translated in English through appropriate methodological procedures and completed by university students. Results revealed that the English version of the scale renamed the Academic Motivation Scale (AMS), has satisfactory levels of internal consistency (mean alpha value = .81) and temporal stability over a one-month period (mean test-retest correlation = .79). In addition, results of a confirmatory factor analysis (LISREL) confirm...

Empowering Education: Critical Teaching for Social Change

Abstract: Ira Shor is a pioneer in the field of critical education who for over twenty years has been experimenting with learning methods. His work creatively adapts the ideas of Brazilian educator Paulo Freire for North American classrooms. In Empowering Education Shor offers a comprehensive theory and practice for critical pedagogy. For Shor, empowering education is a student-centered, critical and democratic pedagogy for studying any subject matter and for self and social change. It takes shape as a dialogue in which teachers and students mutually investigate everyday themes, social issues, and academic knowledge. Through dialogue and problem-posing, students become active agents of their learning. This book shows how students can develop as critical thinkers, inspired learners, skilled workers, and involved citizens. Shor carefully analyzes obstacles to and resources for empowering education, suggesting ways for teachers to transform traditional approaches into critical and democratic ones. He offers many examples and applications for the elementary grades through college and adult education.

Educating for character: how our schools can teach respect and responsibility

Abstract: Lickona, a professor of education at the State University of New York and the author of the highly praised Raising Good Children , addresses the controversial topic of ``values'' education and its place in today's classrooms. In a well-balanced presentation distilling his decades of experience, Lickona suggests practical approaches that have been developed by several programs of moral education. Proceeding from the principle that ``there is no such thing as value-free education,'' the author demonstrates that character development is as necessary as academic achievement, and that parents and school administrators are increasingly aware of this need. In his view, two great values, expressed as respect and responsibiity, should define the public school's moral agenda. Acknowledging that values education has often proved divisive, Lickona specifies strategies likely, he believes, to make moral education effective and less anxiety-provoking for parents and teachers. This important study will be a resource for those concerned with the ``ethical illiteracy'' of children. (Oct.)

Surviving Your Dissertation: A Comprehensive Guide to Content and Process

Abstract: Part I: Getting Started Chapter 1: The Research Process Chapter 2: Selecting a Suitable Topic Chapter 3: Methods of Inquiry: Quantitative and Qualitative Approaches PART II: Working with the Content: The Dissertation Chapters Chapter 4: Literature Review and Statement of the Problem Chapter 5: The Method Chapter: Describing Your Research Plan Chapter 6: Presenting the Results of Quantitative Studies Chapter 7: Presenting the Results of Qualitative Research Chapter 8: Discussion PART III: Working with Process: What You Need to Know to Make the Dissertation Easier Chapter 9: Overcoming Barriers: Becoming an Expert While Controlling Your Own Destiny Chapter 10: Writing Chapter 11: How to Complete Your Dissertation Using Online Data Access and Collection Chapter 12: Guidelines for the Presentation of Numbers in the Dissertation Chapter 13: Informed Consent and Other Ethical Concerns

The Color of Success: African-American College Student Outcomes at Predominantly White and Historically Black Public Colleges and Universities

Abstract: Black students' participation in higher education has experienced periods of growth and decline. The recent resurgence and proliferation of racial incidents on college campuses, coupled with a floundering economy, signals a need to place this issue at the forefront of our educational agenda once again. In this article, Walter R. Allen presents the results of a quantitative study on the differences in the college experience between Black undergraduates who attended historically Black colleges and universities and those who attended predominantly White colleges and universities. Building on the results of a number of related studies and analyzing data from the National Study on Black College Students, Allen further examines the effects of key predictors on college outcomes among these two groups of students. He thus sets the stage for some provocative conclusions, with implications that extend beyond the boundaries of academia.

The Convergence between Two Theories of College Persistence

Abstract: (1992). The Convergence between Two Theories of College Persistence. The Journal of Higher Education: Vol. 63, No. 2, pp. 143-164.

A National Survey

Abstract: So far I have attempted to provide a broad framework within which to consider the importance of managerial and organisational integration. Inevitably in so doing I have found it necessary to raise wider educational and training issues which influence not only conceptual skills but also attitude. Indeed I have, on occasion, moved my argument or perspective to even wider considerations; issues pertaining to national culture. Culture, education policy or structure, industrial organisation, all interact in subtle and perhaps devious forms. Thus a cultural framework which is “overly status or class conscious” reflects this in its educational system. Most likely it is more predisposed to segment its secondary and tertiary education systems according to similar principles. It may well encourage separation of the university and technical college or polytechnic system to a degree that is industrially and commercially counterproductive — and integratively devisive. Such an educational system will no doubt require “preselection and filtering” which relies upon early, too early, subject specialisation; it may, subsequently, influence adversely the need for individuals and subgroups to communicate more intimately and to organise themselves more closely. In fact it may ensure the continuance of barriers, hierarchies, and polarised attitudes of class, structure and function all the way across and through commerce and industry.

An Anthropological Analysis of Student Participation in College.

Abstract: (1992). An Anthropological Analysis of Student Participation in College. The Journal of Higher Education: Vol. 63, No. 6, pp. 603-618.

The Campus Racial Climate: Contexts of Conflict.

Abstract: (1992). The Campus Racial Climate. The Journal of Higher Education: Vol. 63, No. 5, pp. 539-569.

Nonlanguage factors affecting undergraduates' judgments of nonnative english-speaking teaching assistants

Abstract: In response to dramatic changes in the demographics of graduate education, considerable effort is being deveoted to training teaching assistants who are nonnative speakers of English (NNSTAs). Three studies extend earlier research that showed the potency of nonlanguage factors such as ethnicity in affecting undergraduates' reactions to NNSTAs. Study 1 examined effects of instructor ethnicity, even when the instructor's language was completely standard. Study 2 identified predictors of teacher ratings and listening comprehension from among several attitudinal and background variables. Study 3 was a pilot intervention effort in which undergraduates served as teaching coaches for NNSTAs. This intervention, however, exerted no detectable effect on undergraduates' attitudes. Taken together, these findings warrant that intercultural sensitization for undergraduates must complement skills training for NNSTAs, but that this sensitization will not accrue from any superficial intervention program.

Family and High School Experience Influences on the Postsecondary Educational Plans of Ninth-Grade Students

Abstract: The objectives of this study were to review the current literature on status attainment and student college choice and to develop and test a structural model of predisposition to attend college. Family and student background characteristics, parents’ educational expectations for students, level of student involvement in school, and student achievement were cited as influences on students’ predisposition toward postsecondary education and were the chief components of the model. Data from 2,497 ninth-grade students and their parents were used to test the model using LISREL. Parents’ expectations exerted the strongest influence throughout the model. Parents’ education, student gender, high school GPA, and high school experiences also contributed significantly in explaining students’ aspirations.

Academic Dishonesty: Prevalence, Determinants, Techniques, and Punishments

Abstract: Data from more than 6,000 students regarding the prevalence, causes, techniques, faculty and institutional responsibility, deterrent measures, and punishment dimensions of academic dishonesty are presented.

Shadow Education and Allocation in Formal Schooling: Transition to University in Japan

Abstract: Shadow education is a set of educational activities that occur out-side formal schooling and are designed to enhance the student's formal school career. Analyses of data from a longitudinal study of high school seniors in Japan indicate that students from higher socioeconomic backgrounds are more likely to participate in shadow education and that students who participate in certain forms of shadow education are more likely to attend university. Expanding theories of allocation to incorporate shadow education may enhance the study of how students are allocated to places in formal schooling and how social advantages are transferred across generations.

The Right to Learn

Abstract: The concept that any person, who wishes to assume the role of being a student, has a right to learning opportunities is presented and discussed. Disadvantageous situations involving students occur regularly in Pharmaceutical education. Proactive policies aid procedures need to be developed and implemented to provide advantares in those instances where students already are placed at a disadvantage. Providing ethical and cross-cultural experiences in the curriculum, and in the educational institution as a whole, are imperative more important, our values and beliefs regarding the interrelated, yet distinct, notions of higher education, professional license, and occupational employmint need to be clarified and understood by those involved in the educational process.

Educational Performance of the Poor: Lessons from Rural Northeast Brazil

Abstract: Education policy in developing countries is often expressed as a tradeoff between quality of schools and equity of access by students. The analysis behind this book demonstrates that such a distinction may be artificial. The research, which emerged from an effort to improve educational performance in rural northeast Brazil, shows that improving the quality of schools could lead to gains in efficiency that more than offset the direct costs of the improvements. Through the cost savings they generate, quality improvements can also increase equity of access. This quantitative assessment of eduational performance and school promotion in primary schools is unique in its ability to address directly a range of important policy concerns facing developing countries. The study relies on longitudinal data collected over seven years to evaluate the EDURURAL project, an educational intervention by the Brazilian government supported by the World Bank. The extensive data base permits more precise analysis of the underlying determinants of student achievement and promotion than was previously possible. The study includes a standard investigation of teachers and resources. In addition it examines the relationships between both achievement and promotion and student health and promotion and considers the likely effects of differences in teachers' skills and knowledge of subject matter.

Improving Higher Education: Total Quality Care

Abstract: The idea of quality - the quality of higher education aiming higher the idea of quality can quality be managed? improving the quality of institutions - institutional purposes and performance indicators inside the black box what's wrong with quality assurance? institutions for learning improving the quality of courses - practice makes perfect? communication, competence and community - we're all reflective practitioners now beyond teaching and learning conclusions.

Academic discourse and critical consciousness

Abstract: This collection of essays traces the attempts of one writing teacher to understand theoretically - and to respond pedagogically - to what happens when students from diverse backgrounds learn to use language in college. Bizzell begins from the assumption that democratic education requires us to attempt to educate all students, including those whose social or ethnic backgrounds may have offered them little experience with academic discourse. Over the 10 year period chronicled in these essays, she has seen herself primarily as an advocate for such students, sometimes called "basic writers". Her early work rejects the assignment of language deficits or cognitive deficiencies to basic writers. Instead, she calls attention to the social circumstances that unequally condition students' experience of, and proficiency with, academic discourse. She conceived and promoted the concept of "discourse community", now widely influential in composition studies, to highlight the social, cultural and political elements present in any instance of language use. Bizzell's views on education for "critical consciousness" are represented in most of the essays in this volume. But in the last few chapters, and in the intellectual autobiography written as the introduction to the volume, she calls her previous work into question on the grounds that her self-appointment as an advocate for basic writers may have been presumptuous, and her hopes for the politically liberating effects of academic discourse displaced. She concludes by calling for a theory of discourse that acknowledges the need to argue for values and a pedagogy that can assist these arguments to proceed more inclusively than ever before. Organised chronologically, the essays in this volume present a picture of how the author has grappled with the major issues in composition studies over the past decade. In the process, she sketches a trajectory for the development of composition studies as an academic discipline.

Understanding Inequality in Schools: The Contribution of Interpretive Studies.

Abstract: Research in the sociology of education reflects the distinction between “macro” and “micro” that has dominated the field of sociology more generally (see, for example, Alexander et al. 1987; R. Collins 1981a, 1981b; Giddens 1984; Knorr-Cetina and Cicourel 1981). In studies of education, the macro includes structural forces conceptualized at the societal level, including economic constraints and capitalist demands, while the micro includes individual or group actions and responses to constraints imposed on social actors. I am not content with this distinction because it perpetuates a false dichotomy, reifies social structure, and relegates social interaction to a residual status.

Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures

Abstract: Underprepared college students in three conditions viewed a lecture, took notes, and then engaged in their respective study strategies. Those trained in questioning generated (and answered) their own questions based on the lecture, those trained in summarizing wrote original summaries of the lecture, and those in an untrained control group simply reviewed their lecture notes. At immediate testing, summarizers recalled more of the lecture content than did self-questioners, who in turn outperformed notetaking-reviewers. On a retention test of lecture content one week later, the self-questioners performed somewhat better than the summarizers and significantly better than the notetaking-reviewers. Self questioners’ and summarizers’ lecture notes contained more ideas from the lecture than did those of the notetaking-review students. Use of these generative study strategies appears to enhance learning from lectures by improving encoding both during the lecture and following the lecture; and for long-term retent...

The Variable Effects of High School Tracking.

Abstract: The effects of tracking in high schools depend in part on the way tracking is organized: To the extent that the structure of tracking varies across schools, tracking's impact on achievement also varies. I examine four structural characteristics of tracking systems: selectivity, electivity, inclusiveness, and scope. I predict that differences in these characteristics lead to variation in between-track inequality (the achievement gap between tracks) and school productivity (average achievement of students in the school), net of the composition of the student body. In addition, I hypothesize that Catholic schools have less inequality between tracks and higher productivity overall than public schools. I test the hypotheses using data from High School and Beyond, a national survey of high schools and their students. The results show that schools vary significantly in the magnitude of track effects on math achievement, and they differ in net average achievement on both math and verbal tests. Schools with more mobility in their tracking systems produce higher math achievement overall. They also have smaller gaps between tracks in both math and verbal achievement when compared to schools with more rigid tracking systems. Moderately inclusive systems also have less between-track inequality in math; and overall school achievement tends to rise in both subjects as inclusiveness increases. The hypotheses about Catholic schools are also supported, especially for math achievement. The way Catholic schools implement tracking partially accounts for their advantages.

Computer-Assisted Classroom Discussion in the Foreign Language Classroom: Conversation in Slow Motion

Abstract: This article explores an innovative use of computer-assisted language learning (CALL) in the form of a computer network used for real-time, synchronous discussion in intermediate Portuguese and elementary French classes. Of special interest to the author are the communicative opportunities offered by a local area network (LAN) in the teaching of foreign languages. She describes how computer-assisted classroom discussion (CACD) provides a unique environment for student-student and student-teacher interaction in an experimental networked laboratory established by the English Department at the University of Texas, Austin.

Associations between research and teaching in Australian higher education

Abstract: This article describes results of an empirical investigation of the relationship between research and undergraduate teaching in Australian higher education. Two research indexes (weighted number of publications, and number of research activities) were used. Scores on a Likert-type scale of reported commitment to teaching undergraduate students formed the main criterion of teaching effectiveness. This was supplemented by student ratings in one of the aggregate-level analyses. The results revealed typically no relation or a negative relation between teaching and research at the level of the individual and at the level of the department, across all subject areas. The only exceptions concerned one group of former colleges of education. Further analysis by staff self-rating of academic quality showed that there existed one group of staff, mainly in the universities, who were committed to teaching and highly active researchers. However, the data did not support a causal interpretation of the association. It is concluded that there is no evidence in these results to indicate the existence of a simple functional association between high research output and the effectiveness of undergraduate teaching. Some implications for policy and student course choice are discussed.

Action Research in Higher Education: Examples and Reflections.

Abstract: Action research in higher education action research for improving and advancing learning and teaching examples of action research helping undergraduate students learn helping postgraduate students learn eliciting personal constructs in higher education reflections on action research reflections of action researchers reflections on improving practice in higher education.

Perceptions of the teaching-research nexus: a framework for analysis

Abstract: This paper reports on the perceptions that senior academic administrators hold on the relationship between the research and teaching components of academic work. Semi-structured, in-depth interviews were conducted with senior academic administrators from the humanities, sciences, social sciences and professional areas. The findings indicate a strong belief in a symbiotic nexus between teaching and research. Indeed, the data reveal many important, but often subtle, interconnections between these two components of academic work. A three-level nexus between teaching and research is suggested: the tangible nexus, the intangible nexus and, the global nexus. These findings form part of a wider investigation into the nature of academic work in Australian universities and are proposed as a suitable framework for further research.

On Q: Causing Quality In Higher Education

Abstract: (1993). On Q: Causing Quality in Higher Education. The Journal of Higher Education: Vol. 64, No. 5, pp. 610-612.