Liberal Arts Colleges and Good Practices in Undergraduate Education: Additional Evidence

Autor/inn/en	Seifert, Tricia A.; Pascarella, Ernest T.; Goodman, Kathleen M.; Salisbury, Mark H.; Blaich, Charles F.
Titel	Liberal Arts Colleges and Good Practices in Undergraduate Education: Additional Evidence
Quelle	In: Journal of College Student Development, 51 (2010) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.0.0113
Schlagwörter	Undergraduate Study; Liberal Arts; Evidence; Best Practices; Prior Learning; Predictor Variables; Student Surveys; Pretests Posttests; Longitudinal Studies; Background; College Outcomes Assessment; Student Characteristics; Academic Achievement; Student Development + Suchen Sie Ihr Suchwort? Grundstudium; Evidenz; Vorkenntnisse; Prädiktor; Schülerbefragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hintergrundinformation; Schulleistung
Abstract	Liberal arts colleges have prided themselves on providing students with a quality undergraduate education among a scholarly community who are interested in their holistic development. Past research has found students who attended liberal arts colleges more frequently experienced Chickering and Gamson's (1987, 1991) good practices in undergraduate education than their peers. This study examined if this experience differed based on students' background or precollege characteristics. Overall, we found students at liberal arts colleges who enter college with lower levels of parental education, tested precollege academic preparation, academic motivation, and high school involvement experienced these good practices at levels greater than their peers. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10