Notice of the application of the thistle to the manufacture of paper     

Lord Berriedale 《Journal of The Franklin Institute》1855,59(6):413-414

  相似文献   

Experiments and observations upon the properties of light     

Lord Brougham 《Journal of The Franklin Institute》1850,50(1):59-61

  相似文献   

Reflections on eight years of expansion in higher education     

Lord Robbins 《Higher Education》1972,1(2):229-234

  相似文献   

British higher education, 1960–80: A personal retrospect     

Lord Annan 《Minerva》1982,20(1-2):1-24

  相似文献   

The Franks Report: from the nearside     

Lord Annan 《Higher Education Quarterly》1966,20(4):389-406

  相似文献   

Identifying Factors that Influence the Successful Transition of Criminal Justice Transfer Students     

Jennifer L. Hartman  Beth Bjerregaard  Vivian B. Lord 《Journal of Criminal Justice Education》2013,24(2):173-193

Higher educational institutions place a priority on the retention and timely graduation of students. Previous literature has identified transfer students to have unique concerns and that these concerns vary by major. While previous retention research has reported factors that influence students’ decision to remain in college, many of these studies treated transfer status as a homogenous group. The university in this study enrolls a high percentage of transfer students, and a large percentage of these transfers students enroll in Criminal Justice classes and become Criminal Justice majors. To determine if there are unique risk factors among Criminal Justice transfer students, this study uses multiple measures of transfer status to identify factors that might impact a students’ (1) university involvement, (2) GPA, (3) satisfaction with and sense of belonging to their university and (4) thereby influence their decision to remain in school. The proposition that transfer students as compared to native (nontransfer) students differ on how they face university challenges was also examined. While several variables were found to be important to students’ adjustment to the University, transfer status does not appear to be significant risk factor. Implications of the results are discussed.  相似文献   

Evaluating the Graduation Gap: Interventions Designed to Enhance Upper-level Student Success and Commitment     

Vivian B. Lord  Beth Bjerregaard  Jennifer L. Hartman 《Journal of Criminal Justice Education》2013,24(2):153-174

Over the past several decades, there has been a wealth of research identifying factors and conditions of persistence toward graduation for first-year students and more recently transfer students. While previous research recognizes these critical periods, some recent literature suggests that students may face a similar transitional period later in their academic careers as they advance into their major areas of study. To date, there has been a dearth of information exploring upper-level students' success and commitment to graduation. Exploring this later transition might provide a critical link to understanding the graduation gap between those students who persist to graduation and those who drop out. The purpose of this research was to review the intervention programs proscribed by the literature, design an intervention program, and examine the impact of the program on criminal justice students during this advanced transitional phase of their college careers. It examined the direct and indirect effects of the intervention program on both retention and the antecedents of successful retention while controlling for other relevant influences identified in the literature. The results indicated that the intervention had small, but significant positive direct and indirect effects on academic integration, commitment to the university, and graduating in a timely fashion. Policy implications are discussed.  相似文献   

A look at spatial abilities in undergraduate women science majors     

Thomas R. Lord 《科学教学研究杂志》1987,24(8):757-767

  相似文献   

An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children     

Mahoney JL  Lord H  Carryl E 《Child development》2005,76(4):811-825

This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban, disadvantaged city in the United States. An ecological analysis of after-school arrangements identified 4 patterns of care: ASP care, parent care, combined parent/self-sibling care, and combined other-adult/self-sibling care. Aspects of academic performance and motivational attributes were significantly higher (p<.05) at the end of the school year for children in ASP care compared with those in the 3 alternative patterns of care. Differences were marked for children rated as highly engaged in ASP activities.  相似文献   

A look at student cheating in college science classes     

Thomas Lord  David Chiodo 《Journal of Science Education and Technology》1995,4(4):317-324

To gain an appreciation of the collusion rate of college students in science classes, over three hundred undergraduates from western Pennsylvania were sampled for their attitudes toward different forms of cheating. The science students were sampled from several different divisions within the university. The survey used in the study was developed by Baird (1980) and holds a reliability coefficient of 89%. The results of the survey indicate that eighty three percent of the respondents had cheated in science sometime in their lives. The vast majority (86%) of the pupils had shared homework answers with classmates and most (81%) had told little lies to teachers or administrators to avoid getting in trouble. Fewer, but still the majority (75%), of the students admitted to have copied phrases directly out of glossaries, encyclopedias, journals or reference books turning it in as their own work. Most students (80%) had also used crib notes or written science terms on their shoes, wrists or other parts of their body to get by minor quizzes at times in their biology course. Over three quarters of the students admitted to cheating on large exams and major projects. When the results of the study are compared to students surveyed with the same instrument a decade ago, it is revealed that the cheating among students is growing. Alarmingly, when the results of the 1993 study were compared to the one in 1980, it was discovered that student collusion had increased in all of the categories in the questionnaire.  相似文献