Twenty Years of Research on College Students: Lessons for Future Research. AIR 1990 Annual Forum Paper.

Autor/inn/en	Terenzini, Patrick T.; Pascarella, Ernest T.
Titel	Twenty Years of Research on College Students: Lessons for Future Research. AIR 1990 Annual Forum Paper.
Quelle	(1990), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; College Students; Higher Education; Literature Reviews; Qualitative Research; Research Methodology; Research Needs; Research Problems; Student Characteristics; Student College Relationship; Student Welfare + Suchen Sie Ihr Suchwort? Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Research method; Forschungsmethode; Forschungsbedarf; Forschungskritik; Studentenseelsorge
Abstract	A review of more than 3,000 books, monographs, journal articles, papers and other reports was conducted to discover what kinds of design, measurement, and analytical lessons have been learned as a result of the enormous volume of college-impact-on-student studies that have been published in the last 20 years and to determine how these lessons might help researchers in this area to be more effective. Eight "lessons" are discussed which are meant to offer a constructive critique of current research designs, methods, and substantive foci; in addition, a constructive critique is offerred suggesting ways in which that research might be made more rigorous, informative, and supportive of educational program and policy decision making. It is suggested that greater efforts be made in the following eight tasks, which are examined in detail: (1) differentiating between simple change occurring in students during the college years and the "net effects" of college, (2) better estimating the magnitudes of college effects, (3) better examining when student change occurs, (4) better exploration into measuring indirect as well as direct collegiate effects, (5) more focus on college's effect coming about because of specific student characteristics (race, age, etc.), (6) making greater use of qualitative research methods, (7) expanding the theoretical perspectives that guide research and assessment study designs, and (8) greater focus on the effects of the academic program and the teaching-learning process on students overall. Contains 10 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC