Literaturnachweis - Detailanzeige
| Autor/in | Smith, Rachel A. |
|---|---|
| Titel | Connective Segregation: Residential Learning Communities as Networks of Engagement |
| Quelle | In: Review of Higher Education, 42 (2018) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-5748 |
| Schlagwörter | Peer Relationship; College Freshmen; College Environment; Social Networks; Network Analysis; Outcomes of Education; Residential Programs; Residential Institutions; College Housing; Learner Engagement; Private Colleges; Research Universities |
| Abstract | Research has found that learning communities contribute to positive educational outcomes by promoting positive peer relationships. New commentary has suggested that some benefits of niche programs may be due to the "protective segregation" of members from negative influences on campus. This mixed-methods study used social network analysis to examine the process of student connection in two residential communities and students' subsequent co-curricular campus engagement. Results showed that the residential learning community encouraged the development of internal social relationships, but rather than segregating the students within the community, these relationships facilitated co-curricular engagement with the campus community. (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 | 2020/1/01 |
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