Faculty as Contributors to Learning for Native American Students

Autor/inn/en	Lundberg, Carol A.; Lowe, Shelly C.
Titel	Faculty as Contributors to Learning for Native American Students
Quelle	In: Journal of College Student Development, 57 (2016) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2016.0003
Schlagwörter	American Indian Students; Learner Engagement; Teacher Student Relationship; Interaction; Classroom Environment; Predictor Variables; Academic Advising; Teacher Role; Feedback (Response); Assignments; National Surveys; College Freshmen; College Seniors; Student Surveys; College Students; Student Attitudes; General Education; Competence; Social Development; Student Development; Learning; Regression (Statistics); National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenklima; Unterrichtsklima; Prädiktor; Akademischer Rat; Lehrerrolle; Assignment; Auftrag; Zuweisung; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung; Collegestudent; Schülerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Kompetenz; Soziale Entwicklung; Lernen; Regression; Regressionsanalyse
Abstract	With a national sample of 700 Native American students who took the National Survey of Student Engagement (NSSE), this study tested the ways faculty interaction and inclusion of diverse perspectives in the classroom contributed to learning for Native American students. Significant predictors of learning were quality academic advising, faculty interactions that were supportive, instructor feedback that enabled students to work hard to meet expectations, and coursework that emphasized analysis, application, and diverse perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01