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The Way to Wealth and the Way to Leisure: The Impact of College Education on Graduates’ Earnings and Hours of Work 总被引：1，自引：0，他引：1
Liang Zhang 《Research in higher education》2008,49(3):199-213
This study extends the analysis of the economic return of college education up to 10 years after college education and further
examines the impact of college education on graduates’ hours of work. The results suggest that variation in hours of work
explains a portion of earnings differentials among college graduates. Graduates from high-quality private institutions tend
to work longer hours than their peers from other types of institutions. Female graduates spend fewer hours working than their
male counterparts. As far as family background is concerned, graduates from high-income families tend to work longer hours
and first-generation college graduates tend to work fewer hours. Finally, business majors seem to work longer hours while
health and public affair majors less hours.
相似文献
| Liang ZhangEmail: |
3.
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement 总被引：2，自引：0，他引：2
Robert H. Stupnisky Robert D. Renaud Lia M. Daniels Tara L. Haynes Raymond P. Perry 《Research in higher education》2008,49(6):513-530
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to
use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think
critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been
found to be an important factor in college students’ academic success, may be an important factor in developing this disposition.
The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic
control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable
cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted
their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived
academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found
to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking
disposition and perceived academic control among college students are discussed.
相似文献
| Robert H. StupniskyEmail: |
4.
Terry T. Ishitani 《Research in higher education》2008,49(5):403-419
Prompted by the notion of “Transfer Shock”, numerous studies examined academic performance of transfer students at senior
institutions. However, few studies are found that examine how the varying nature of semester GPAs impact subsequent persistence
behavior of transfer students after the initial drop in their college GPAs. Using an institutional data set, this study longitudinally
investigated departure behavior of transfer students at a senior institution. Particular attention was given to how entry
at different times and semester GPAs affected transfer student departure. Results indicate that during their first semester,
sophomore and junior transfer students were 73% less likely to depart than freshman transfer students. After controlling for
explanatory variables, higher semester GPAs were positively associated with higher persistence rates throughout the observation
period.
相似文献
| Terry T. IshitaniEmail: |
5.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
| Soung BaeEmail: |
6.
Miguel Portela Nelson Areal Carla Sá Fernando Alexandre João Cerejeira Ana Carvalho Artur Rodrigues 《Higher Education》2008,56(2):185-203
This paper characterizes and evaluates the student allocation in the Portuguese public higher education system. It describes
the supply and demand sides of the system by looking at the numerus clausus across areas of study and institutions, institutions’ degree of diversity, and performance and adjustment indicators based
on students’ revealed preferences. Performance indicators quantify the adequacy between demand and supply, across institutions
and fields of study, and gauge the performance of public higher education institutions in the competition for candidates.
Adjustment indicators allow us to predict the potential impact of changes in higher education regulations on student allocation
and its stability. According to these indicators, such changes could result in an expansion for some institutions and fields
of study, whereas other institutions might face a reduction.
相似文献
| Carla SáEmail: |
7.
Iryna Johnson 《Research in higher education》2008,49(8):776-793
Educational research has shown that individual-level background characteristics, such as parental socio-economic status and
academic ability, influence college going behavior. This study tests for the existence of aggregate-level high school effects
on college enrollment, persistence and degree attainment. It links institutional data on students enrolling within a year
after graduation from in-state high schools with state data on high schools’ performance and populations. Three high school
aggregate-level factors were found to affect enrollment and persistence. Specifically, the high schools’ percent of SAT takers
has a concave-shape effect on enrollment, retention and graduation. Additionally, students coming from schools with a higher
percent of those receiving free lunch are less likely to persist, and students coming from schools located within a 60 mile
radius are more likely to matriculate and to persist to the second year. These results suggest that aggregate-level high school
characteristics should be accounted for in enrollment management.
相似文献
| Iryna JohnsonEmail: |
8.
The purpose of this study is to identify school factors that affect students’ achievements at the secondary and tertiary levels
of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The
results indicate that, although student demographic characteristics are associated with students’ pathways and achievements,
schools’ demographic composition did not affect student outcomes. It was found, however, that schools’ organisational factors
do have an effect. At the university level, none of the schools’ characteristics was related to students’ achievements at
the higher end of the achievement scale (GPA ≥ 4). However, students from private or state-integrated schools were found to
be more likely to achieve low GPA (<2) than students who came from state schools. In conclusion, it is suggested that interventions
targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions;
while school-based interventions should identify the schools by their structure and function rather than by their demographic
characteristics.
相似文献
| Boaz ShulrufEmail: Email: |
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Sylvia Hurtado M. Kevin Eagan Nolan L. Cabrera Monica H. Lin Julie Park Miguel Lopez 《Research in higher education》2008,49(2):126-152
Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY)
surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science
undergraduate research program during the first year of college. The key predictors of participation in health science research
programs are students’ reliance on peer networks and whether campuses provide structured opportunities for first-year students
even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for
Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities,
toward biomedical and behavioral science research careers.
相似文献
| Sylvia HurtadoEmail: |
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Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
| Angela Calabrese BartonEmail: |
13.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |
14.
Elisa L. Park 《Higher Education》2009,57(6):741-755
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using
the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives
students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained
by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia
and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire
surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s
higher education institutions that can be incorporated into their recruitment strategies for international students.
相似文献
| Elisa L. ParkEmail: |
15.
Heng-Yu Ku Maria K. E. Lahman Hsin-Te Yeh Yi-Chia Cheng 《Educational technology research and development : ETR & D》2008,56(3):365-377
This qualitative case study was an examination of a team-based faculty/mentor-led International Doctoral Student Support Group
(IDSSG) designed specifically around issues in preparing and mentoring international doctoral students for careers in academia.
Twelve participants were selected to participate in a support/focus group that met twice a month for an academic year to attend
workshops and discuss their lives as doctoral students. The data set was comprised of two pre- and post-surveys and two in-depth
pre- and post-interviews. Findings in the themes of international doctoral students’ graduate school experiences and the impact
of the faculty-led support group are presented and discussed.
相似文献
| Yi-Chia ChengEmail: |
16.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
相似文献
| Scott LewisEmail: |
17.
Matti E. Lindberg 《Higher Education》2009,58(3):339-358
This article addresses the question of how great are higher education students’ incentives to change study programs or institutions
to improve one’s personal employability in the course of the higher education-to-work transition process. The posed question
is addressed at a system level. Students’ mobility between programs and institutions is referred to as ‘student mobility’
and graduates’ mobility between jobs is referred to as ‘early career mobility.’ The relationship between these two separate
components of mobility is discussed in three different institutional frames: German/Finnish, Italian, and British. When depicting
the relationship between the two components of mobility, the article also considers parallel phenomena such as prolongation
of the degree-earning process and participation in work-life with student status. Indicator level analysis concerning graduates
of the year 2000 reveals important differences between the three institutional frames: in Germany and Finland, there is a
high level of student mobility at the basic degree level combined with a low level of career mobility after graduation; in
the UK the opposite transition logic than that of Germany and Finland occurs, and in Italy students demonstrate prolonged
transitions with little student mobility and early career mobility.
相似文献
| Matti E. LindbergEmail: |
18.
Most institutions of higher education allow students to drop or add courses in the first 2–3 weeks of each term (D&A). Arguing
that course cancellation is not merely an administrative issue involving enrollment trends but represents complex decision
making processes taken by students, this study investigated antecedents and correlates of course cancellation during a D&A
period in 109 elective courses. Student ratings of the teachers (SRT) and characteristics of the syllabi distributed in the
first class session were investigated as predictors of course cancellation. Rates of cancellation were significantly predicted
from SRT and from syllabus workload difficulty—lower quality teachers (SRT-based) and more difficult courses (syllabus-based)
being cancelled more frequently. Analysis of a sub-sample of truly elective, high-priority courses revealed that these correlations
were intensified in teacher-centered lecture courses, but nullified in student-centered seminar courses, in which students
write independent research papers. The importance of students’ course selection and course cancellation as decision making
processes, the methodology based on institutional data rather than students’ self-reports, and the unique effects of course
difficulty on students’ decisions were discussed.
相似文献
| Elisha BabadEmail: |
19.
Disseminating the right information to the right audience: cultural determinants in the use (and misuse) of rankings 总被引：1，自引：0，他引：1
Rankings and league tables, or Report Cards (RCs), of Higher Education Institutions have become a global phenomenon. Their
purpose, it is claimed, is to help “student-consumers” make informed decisions. Yet the degree to which RCs succeed in helping
students in their college choice is disputed. Even though RCs are intended for all, which information is sought and how it
is used may differ between potential students hailing from different social, economic and cultural backgrounds. In particular,
RCs may neglect certain cultural determinants that influence students’ college choice behaviour. The article reviews the literature
on the cultural determinants of college choice and especially the use of RCs in the ambit of cultural determinants. In the
United States, possibly because of evident educational gaps between ethnic groups in society, the issue of cultural perceptions
in college choice has been addressed, albeit scantly. In Europe, this field of study is virtually non-existent, despite increasing
indications that second and third generation immigrants still lag behind in terms of higher education participation and graduation
rates.
相似文献
| Jürgen EndersEmail: |
20.
Peter M. Miller 《The Urban Review》2009,41(3):222-250
This qualitative study examines the collaboration and leadership practice that influences the education of homeless students
in a large Mid-Atlantic city. The perspectives of administrators and staff members from three homeless shelters are analyzed
with insights from Spillane’s (Distributed leadership, 2006) distributed leadership theory. Findings from the study indicate
that differences in shelter and school structures and cultures present significant obstacles to productive communication that
would facilitate homeless children’s schooling. Several structural and programmatic recommendations are made towards developing
more effective leadership practice among schools and shelters.
相似文献
| Peter M. MillerEmail: |