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Article
Publication date: 1 January 1993

Yoram Neumann and Edith F. Neumann

Examines the relationships between five components of students′quality of learning experience (resources, content, learningflexibility, student‐faculty contact, and involvement…

Abstract

Examines the relationships between five components of students′ quality of learning experience (resources, content, learning flexibility, student‐faculty contact, and involvement) and four criteria of college outcomes (students′ satisfaction with their college experience, perceived performance in college, commitment to their college and students′ grades). The major findings of this study indicate that students′ involvement and learning flexibility are the dominant predictors of all four students′ college outcomes, whereas resources and content are the weakest predictors. In addition, quality of learning experience indicators are effective predictors of students′ satisfaction with their college experience (R⊃2 = 0.27) and grades (R⊃2 = 0.20). Discusses the implications of these findings.

Details

International Journal of Educational Management, vol. 7 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 12 June 2017

Elizabeth Nelson

This literature review aims to look at the unique role of community colleges as they address the information literacy needs of their students, who are by nature continuously in…

1338

Abstract

Purpose

This literature review aims to look at the unique role of community colleges as they address the information literacy needs of their students, who are by nature continuously in transition to and from the institution.

Design/methodology/approach

Library science databases and online sources were reviewed for relevant information.

Findings

Community colleges are addressing the needs of their various student populations in a variety of ways.

Originality/value

The role of the community college library is underrepresented in the literature. This review provides more information about the unique role that community colleges fill in the higher education ecosystem.

Details

Reference Services Review, vol. 45 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 1 October 1994

Sarla Sharma

College students and their alcohol use have been the subject of numerous studies over the last three decades and have received an increasing amount of attention (Engs, 1977;…

Abstract

College students and their alcohol use have been the subject of numerous studies over the last three decades and have received an increasing amount of attention (Engs, 1977; Hanson and Engs, 1984; Gadaleto and Anderson, 1986; Downs, 1987; Thompson and Wilsnack, 1987; Janosik and Anderson, 1989; Tryon, 1992). Studies on student alcohol use began appearing in the literature in the mid‐1970's (Penn, 1974; Rouse and Ewing, 1978; Newton, 1978). Subsequent studies (Scheller‐Gilkey, Gomberg, and Clay, 1979; Heritage, 1979; O'Connell and Patterson, 1989) have documented consistently high levels of alcohol consumption and a serious abuse problem on college campuses. Although some studies (Condon and Carman, 1986; Hanson and Engs, 1986) indicate that overall consumption has reached a plateau, Gonzalez (1986) reported that 89% of male students and 86% of female students surveyed drank alcohol, and many suffered from alcohol related problems. Further, both recent survey data (Eigen, 1991) and participant‐observer studies (Moffatt, 1989) suggest that collegiate drinking is a very serious health concern. Moffatt found that to a great extent college students' lives revolved around the acquisition and consumption of alcohol and constituted students' favourite collective activity. Surveys revealed that no other population group in the United States has a more serious drinking problem than does the college student population (Gonzalez, 1986). Both men and women drink more as they progress through the college, and those who drink more also experience more alcohol‐related problems (Gonzalez, 1989).

Details

Management Research News, vol. 17 no. 10/11
Type: Research Article
ISSN: 0140-9174

Article
Publication date: 1 June 1996

Deborah Goodall

Academic franchising has provided opportunities for many thousands of students who would otherwise have been excluded from higher education. Yet, despite the continued presence of…

871

Abstract

Academic franchising has provided opportunities for many thousands of students who would otherwise have been excluded from higher education. Yet, despite the continued presence of franchised courses, the approach has been, as far as possible, to make them fit in alongside traditional courses. Reports some of the work carried out by CERLIM at the University of Central Lancashire during the two‐year Library Support for Franchised Courses in Higher Education project, which was part‐funded by the British Library. Notes the differences in provision between college and university libraries and examines the student experience within this context. Identifies weakness in provision and describes the students’ coping strategies. Presents the practical implications of this work as suggestions to library managers for improving practice in the college and university libraries.

Details

Library Management, vol. 17 no. 4
Type: Research Article
ISSN: 0143-5124

Keywords

Article
Publication date: 1 May 1965

IAN FINCH

At this year's National Union of Students' Technical College Conference an NUS vice‐president, Mr Albert Swindlehurst, suggested that the age of technical college entrants be…

Abstract

At this year's National Union of Students' Technical College Conference an NUS vice‐president, Mr Albert Swindlehurst, suggested that the age of technical college entrants be raised to 18. Such a move, so ran his argument, would put an end to teaching staff over‐ruling the students' unions in colleges where the students were very young, and would remove the present inhibitions on social life caused by the lack of bars where students could gather in convivial fraternities.

Details

Education + Training, vol. 7 no. 5
Type: Research Article
ISSN: 0040-0912

Open Access
Article
Publication date: 22 March 2024

Alaric Awingura Alagbela and Jonas Bayuo

School effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the…

Abstract

Purpose

School effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the basis for promoting effective schools. However, in the case of Ghana, there is a lack of research conducted in the area, and due to that, this study sought to explore internal public perspectives of what constitutes school effectiveness in the Colleges of Education in the Upper East Region of Ghana.

Design/methodology/approach

This study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors and leadership of the colleges. In total, 308 respondents constituted the sample size. The breakdown is 257 students in all, 41 tutors and 10 leaders of the colleges. Two instruments, namely, an in-depth interview guide and a questionnaire were used to elicit responses to address the object of this study.

Findings

The study revealed that the characteristics of effective schools include the high academic performance of students and a good show of disciplined behavior by both students and staff in the colleges among others.

Originality/value

To the best of our knowledge, during the search for studies conducted on school effectiveness, there is no scientific study done in Ghana highlighting the attributes of effective educational institutions. Most of the studies conducted in the area of educational studies only focused on principal leadership, educational access, participation and equity at the level of pre-tertiary institutions.

Details

Arab Gulf Journal of Scientific Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1985-9899

Keywords

Article
Publication date: 2 January 2024

Mahmoud AlQuraan

This study aims at assessing item fairness in students' evaluation of teaching based on students' academic college using measurement invariance analysis (MI).

Abstract

Purpose

This study aims at assessing item fairness in students' evaluation of teaching based on students' academic college using measurement invariance analysis (MI).

Design/methodology/approach

The sample of this study consists of 17,270 undergraduate students from 12 different academic colleges. SET survey consists of 20 Likert-type items distributed to four factors: planning, instruction, management and assessment was used to collect the data. The Lavaan R package with confirmatory factor analysis (CFA) was used to evaluate measurement invariance (MI). Four models of CFA were investigated and assessed: the configural model, the metric model, the scalar model and the residual invariance model. ANOVA was used to test the differences in SET according to academic colleges.

Findings

MI analysis showed that the four levels of MI models are supported. ANOVA test showed that means of SET total scores are statistically different according to students' academic colleges. College of “Education” has the highest SET mean (88.64 out of 100), and all the differences between the College of Education’s SET mean and other colleges' SET means are statistically significant.

Practical implications

The study recommends that higher education institutions test the MI of SET according to academic colleges and then use colleges with the highest SET at the university level as internal benchmarking to develop and enhance their teaching practices.

Originality/value

This study is probably the only study that tested MI according to students' colleges before testing the differences between colleges in SET. If MI is not supported, then the comparisons between academic colleges are not applicable.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 16 July 2014

Derrick R. Brooms

This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary…

Abstract

This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary school in the Midwestern region of the United States. The chapter considers issues of African American male persistence and achievement and how they are impacted by school culture. Specifically, the author discusses how school culture can help shape these students’ educational experiences and aspirations. Using student narratives as the guide, a description of how Du Bois Academy successfully engaged these African American male students is provided. The students articulated three critical components of school culture that positively shaped their high achievement and engagement: (a) sense of self, (b) promotion of excellence, and (c) community building. The student narratives provided a frame for promoting positive school culture that enhances the educational experiences and academic aspirations of African American male students.

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Book part
Publication date: 23 September 2011

Ivory A. Toldson and Brianna P. Lemmons

The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta, 2008;…

Abstract

The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta, 2008; Polite, 1994; Taliaferro & DeCuir-Gunby, 2008; Uwah, McMahon, & Furlow, 2008; Wimberly, 2002; Yun & Kurlaender, 2004). Several factors related to school racial composition and perceived school support (Yun & Kurlaender, 2004), school relationships (Wimberly, 2002), gaps in exposure to college preparatory and advanced placement curriculums (Taliaferro & DeCuir-Gunby, 2008), teacher perceptions (Barber & Torney-Purta, 2008), and structural inequalities (Polite, 1994) have been identified as variables that significantly impact the opportunities for African-American children to be exposed to the types of interpersonal relationships and educational experiences necessary for preparing them to succeed in postsecondary education.

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

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