Literaturnachweis - Detailanzeige
| Autor/inn/en | Kuh, George D.; Pascarella, Ernest T. |
|---|---|
| Titel | What Does Institutional Selectivity Tell Us about Educational Quality? |
| Quelle | In: Change, 36 (2004) 5, S.52 (7 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-1383 |
| Schlagwörter | Educational Practices; Educational Quality; Undergraduate Students; Student Participation; Selective Admission; Academic Achievement; Student Experience; Student Characteristics; College Student Experiences Questionnaire; Collegiate Assessment of Academic Proficiency; National Survey of Student Engagement; SAT (College Admission Test) |
| Abstract | In the minds of most people, the best colleges are those that are the most selective. The purpose of this document is to discover if students at more selective institutions have or take greater advantage of learning opportunities. Two independent datasets were used to research this idea. The first is the National Study of Student Learning (NSSL), a federally funded longitudinal investigation conducted in the mid-1990s. The second is the National Survey of Student Engagement (NSSE), an annual survey of the extent to which first-year and senior students engage in purposeful educational activities. Taken together, these two national studies indicate that selectivity and effective educational practices are largely independent. Indeed, the academic selectivity of a college does not necessarily reflect the quality of the undergraduate education actually received as represented by effective educational practices. (ERIC). |
| Anmerkungen | Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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