Influences on Community College Students' Educational Plans     

Pascarella  Ernest T.  Wolniak  Gregory C.  Pierson  Christopher T. 《Research in higher education》2003,44(3):301-314

This study analyzed data from 285 students attending 5 community colleges to identify the institutional and college experience variables influencing end-of-first-year educational degree plans. Controlling for an extensive array of important confounding influences, the estimated average precollege degree plans of students at the community college one attended had significant, positive total and direct effects on an individual student's end-of-first-year overall educational degree plans and plans to obtain at least a bachelor's degree. In the prediction of end-of-first-year overall educational degree plans, there were significant conditional effects involving sex, race, and precollege degree plans.  相似文献   

The Entrepreneurial University in the Knowledge Society     

Sorin E. Zaharia  Ernest Gibert 《Higher Education in Europe》2005,30(1):31-40

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Fiscal viability in career-ladder decisions: An empirical investigation     

William A. Mehrens  Joyce R. McLarty  Ernest A. Rakow  S. E. Phillips 《Journal of Personnel Evaluation in Education》1989,2(2):103-121

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Accountability in the U.S.A.     

Ernest R. House 《Cambridge Journal of Education》1975,5(2):71-78

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Influences on women's entry into male-dominated occupations   总被引：1，自引：0，他引：1  

Corinna A. Ethington  John C. Smart  Ernest T. Pascarella 《Higher Education》1988,17(5):545-562

This article focuses on women's entry into male-dominated occupations in the United States. It looks at the impact of Title IX and related legislation which opened access to colleges and universities to women and examines the effects of initial or pre-enrollment student characteristics, organizational attributes of the college of university, student performance and experiences in higher education and the attributes of employing organizations on women's entry into male-dominated occupations. The article concludes with a model for measuring the relative influence of each.  相似文献   

A Longitudinal Study of the Talent Search Program     

Ernest?W.?BrewerEmail author  Jama?McMahan?Landers 《Journal of Career Development》2005,31(3):195-208

This longitudinal study examined the impact of participation in the federally funded Talent Search program at The University of Tennessee, Knoxville. The Talent Search program provides career exploration and counseling services to low-income students with the potential to be first-generation college graduates. Postsecondary education enrollment rates of 758 Talent Search participants were compared with enrollment rates of a control group of 450 individuals who were eligible for Talent Search services but did not participate. Chi-square analysis revealed that Talent Search participants were significantly more likely to enroll in postsecondary education than were members of the control group (p < .001). These results have implications for career development services provided to low-income, potential first-generation college graduates.  相似文献   

Validation of a theoretical model of college withdrawal: Interaction effects in a multi-institutional sample     

Ernest T. Pascarella  David W. Chapman 《Research in higher education》1983,19(1):25-48

This study investigated the validity of Tinto's (1975) model of college withdrawal in four different types of institutions: residential universities, liberal arts colleges, two-year commuter institutions, and four-year commuter institutions. Analyses were conducted on a sample of 2,326 freshmen from 11 postsecondary institutions. The results generally supported the predictive validity of the model but suggested: (1) that the main-effects influence on persistence of measures of social and academic integration is modest, and (2) that the magnitude of the influence of particular aspects of social and academic integration depended to a significant degree on the characteristics of those students being considered. The theoretical and policy implications of the findings are discussed.  相似文献   

Reflections of an Evaluator     

Ernest Roe 《高等教育研究与发展》1982,1(2):129-142

Using as a case study a major project he directed which evaluated student services in Australian higher education, the author discusses the approach and the methodology adopted. Some difficulties and inadequacies are identified and explained, and the criticisms made by some Victims' of the evaluation are presented. Finally, the paper discusses some issues emerging from the experience of this project in such areas as the politics and climate of evaluation, consultation with and education of the evaluated, the credibility of evaluators, self‐evaluation and the use of external evaluators; and points to some lessons which might be learned.  相似文献   

Pictorial representations of simple arithmetic problems are not always helpful: a cognitive load perspective     

Ernest C. D. M. van Lieshout  Iro Xenidou-Dervou 《Educational Studies in Mathematics》2018,97(1):39-53

This study examined immigrant parents’ involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and the concept of appropriation (Wertsch, 1998), the role of power and identity was examined in relation to children’s appropriation of an informal multiplication method that was taught by their parents. An intergenerational analysis, between immigrant parents and their children, revealed heterogeneous perspectives towards appropriation. Immigrant parents in this study framed their involvement in their children’s early years mathematics learning in relation to their positional identities and the pressures to conform to the mainstream practices of their host country. During their early years of schooling, students in this study were already aware of academic tracking in the school and were aware of what was believed to be legitimate in school mathematics learning. The significance of diversifying mathematics curriculum and pedagogy was discussed to affirm the knowledge and identities of immigrant students and families.  相似文献   

The nature of mathematics: Towards a social constructivist account     

Paul Ernest 《Science & Education》1992,1(1):89-100

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