Literaturnachweis - Detailanzeige
| Autor/inn/en | Zepke, Nick; Leach, Linda |
|---|---|
| Titel | Integration and Adaptation: Approaches to the Student Retention and Achievement Puzzle |
| Quelle | In: Active Learning in Higher Education the Journal of the Institute for Learning and Teaching, 6 (2005) 1, S.46-59 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1469-7874 |
| DOI | 10.1177/1469787405049946 |
| Schlagwörter | Foreign Countries; Higher Education; Academic Achievement; School Holding Power; Academic Persistence; Student Diversity; Student Adjustment; Institutional Characteristics; Teacher Student Relationship; Culturally Relevant Education |
| Abstract | Tertiary institutions are under increasing pressure to improve student outcomes such as retention, persistence and completion. In 2002, the New Zealand Ministry of Education commissioned a team of Massey University researchers to conduct a best evidence synthesis of literature on how institutions might improve student outcomes. Our study found two different discourses on this. One predominates, centring on what institutions do to fit students into their existing cultures. The other is still emerging and challenges the dominant discourse. Rather than requiring students to fit the existing institutional culture, it suggests that cultures be adapted to better fit the needs of increasingly diverse students. This article has four sections. First, a survey of background literature introduces competing theoretical approaches to outcomes research. Second, we explain how the survey was conducted. Third, we summarize the findings of 146 research studies. Finally we raise some challenges for practice based on the emerging discourse. (Author). |
| Anmerkungen | Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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