Literaturnachweis - Detailanzeige
Autor/inn/en | Kilgo, Cindy A.; Ezell Sheets, Jessica K.; Pascarella, Ernest T. |
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Titel | The Link between High-Impact Practices and Student Learning: Some Longitudinal Evidence |
Quelle | In: Higher Education: The International Journal of Higher Education and Educational Planning, 69 (2015) 4, S.509-525 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0018-1560 |
DOI | 10.1007/s10734-014-9788-z |
Schlagwörter | Educational Practices; Outcomes of Education; Liberal Arts; Higher Education; First Year Seminars; Active Learning; Cooperative Learning; Study Abroad; Service Learning; Internship Programs; College Curriculum; Writing Across the Curriculum; Student Research; Least Squares Statistics; Regression (Statistics); Longitudinal Studies Bildungspraxis; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aktives Lernen; Kooperatives Lernen; Studies abroad; Auslandsstudium; Service-Learning; Berufspraktische Ausbildung; Studentenforschung; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung |
Abstract | The current paper used data from the Wabash National Study of Liberal Arts Education--a longitudinal, pretest/posttest design--to estimate the effects of participation in the ten "high-impact" educational practices put forth and endorsed by the Association of American Colleges and Universities (AAC&U) on a variety of liberal arts educational outcomes. The high-impact practices included in the study were: first-year seminars, academic learning communities, writing-intensive courses, active and collaborative learning, undergraduate research, study abroad, service learning, internships, and capstone courses/experiences. Findings from ordinary least squares regression analyses suggested that active and collaborative learning as well as undergraduate research had broad-reaching positive effects across multiple liberal arts learning outcomes, such as critical thinking, need for cognition, and intercultural effectiveness. Several other high-impact practices--including study abroad, internship, service learning, and capstone course/experience--had more narrowly focused positive effects on student learning. Overall, this study's findings support AAC&U's advocacy of high-impact practices as pathways to student success. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |