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For the forty-first time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Kansas City, Missouri. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains twenty-seven papers dealing primarily with research and development topics. Twenty-one papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED600552.]

Can student performance on computer-based tests (CBT) and paper-and-pencil tests (PPT) be considered equivalent measures of student knowledge? States and school districts are grappling with this question, and although studies addressing this question are growing, additional research is needed. We report on the performance of students who took either a PPT or one of two different CBT containing multiple-choice items assessing science ideas. Propensity score matching was used to create equivalent demographic groups for each testing modality, and Rasch modelling was used to describe student performance. Performance was found to vary across testing modalities by grade band, students' primary language, and the specific CBT system used. These results are discussed in terms of the current literature and the differences between the specific PPT and CBT systems.

What do citizens of the United States and Germany think about their schools and school policies? This paper offers the first broad comparison of public thinking on education in the two countries. We carried out opinion surveys of representative samples of the German and American adult populations in 2014 that included experiments in which we provided additional information to randomly selected subgroups. The paper first describes key characteristics of the U.S. and German education systems and then analyzes how information and institutional context affect public beliefs in the two countries. Results indicate both similarities and differences in the structure of American and German public opinion on schools and school policies. Contains a Methodological Appendix. [Paper prepared for the conference on Public Opinion and the Political Economy of Education, Munich, May 9, 2015. Financial support was provided by the Leibniz Association.]

During the 2013-14 school year, I became involved in the National Center for Scaling Up Effective Schools (NCSU) project, a partnership of the Broward County Public School District with Vanderbilt University, the University of North Carolina at Chapel Hill, Florida State University, and Education Development Center. The purpose of NCSU is to help schools and districts develop homegrown innovations and to scale these innovations within the district. In Broward County, the innovation we were working to develop and scale was Personalization of Academic and Social Emotional Learning (PASL). Our district has been involved in a number of initiatives but PASL was close to my heart because I believe in what PASL advances: "Learning happens best when we have positive relationships among students and adults." The NCSU project provided me with a road map to build teacher leadership through intentional communication. Our selection of PASL as an innovation demonstrated the power of looking within rather than reaching for a canned program. Teachers learned that they were the architects of innovation, not a program. The Plan, Do, Study, Act (PDSA) process provided a manageable and timely way for teachers to study the impact of their practice and to take ownership of the solutions that they developed. I was able to leverage structures such as School and District Innovation Design Team meetings, PASL PLCs, and PASL Pals to help deepen the implementation of PASL and PDSA. I accomplished this through constant communication with my teachers using e-mails, quarterly student data, and in-person meetings. [This paper was developed with assistance from Education Development Center, Inc.]

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]

For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and Section 2 includes papers on the practice of educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 1 of the 30th (2007) Proceedings, see ED499889. For Volume 2, see ED499896.]

For the twenty-ninth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains papers primarily dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499964.]

This American Council of Learned Societies (ACLS) Occasional Paper presents the proceedings of a conference on "Liberal Arts Colleges in American Higher Education: Challenges and Opportunities" convened by ACLS in November 2003 in Williamstown, Massachusetts with the support of the Oakley Center for the Humanities and Social Sciences at Williams College and the collaboration of the Sterling and Francine Clark Art Institute. Eighteen speakers on five panels focused on historical perspectives, fiscal pressures, professional life, student achievement, and the future of liberal arts colleges. The frame of the Williamstown conference encompassed questions of faculty development and scholarly formation, but widened to include also the relationship between intellectual mission and economic constraints of the college-university, the history of these institutions, and their distinctive effectiveness in undergraduate education. The papers delivered were revised following discussion and an additional entry, Michael McPherson's, was solicited for this volume. Including Dr. McPherson, ten current or former college presidents participated in this discussion. The Introduction is presented by Pauline Yu while the Prologue, entitled "The Liberal Arts College: Identity, Variety, Destiny," is provided by Francis Oakley. The volume divides into three sections. Section I, "The Past: The Liberal Arts Mission in Historical Context," contains these papers: (1) Balancing Hopes and Limits in the Liberal Arts College (Helen Lefkowitz Horowitz); and (2) The Problem of Mission: A Brief Survey of the Changing Mission of the Liberal Arts (Christina Elliott Sorum). Section II, "The Present: Economic Pressures/Teaching, Research, and Professional Life/Educational Goals and Student Achievement," contains these papers: (3) The Economic Challenges of Liberal Arts Colleges (Lucie Lapovsky); (4) Discounts and Spending at the Leading Liberal Arts Colleges (Roger T. Kaufman); (5) Scholars and Teachers Revisited: In Continued Defense of College Faculty Who Publish (Robert A. McCaughey); (6) Beyond the Circle: Challenges and Opportunities for the Contemporary Liberal Arts Teacher-Scholar (Kimberly Benston); (7) Built To Engage: Liberal Arts Colleges and Effective Educational Practice (George D. Kuh); and (8) Selective and Non-Selective Alike: An Argument for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges (Richard Ekman). Section III, "The Future: Five Presidents on the Challenge Lying Ahead," contains these papers: (9) The Challenges Facing Public Liberal Arts Colleges (Mary K. Grant); (10) The Importance of Institutional Culture (Stephen R. Lewis); (11) The Future Ain't What It Used to Be (Michele Tolela Myers); (12) A Story Untold and Questions Unasked (David H. Porter); and (13) Liberal Arts Education at Large Research Universities and at Small Liberal Arts Colleges (Morton Owen Schapiro). Responses to articles in sections I and II are presented by Stephen Fix, Michael S. McPherson, Kenneth P. Ruscio, and Mitchell J. Chang. (Contains 23 figures, 3 tables, and 157 notes.)

The U.S. Department of Education 2004 National High School Summit took place December 2-3, 2004, in Washington, D.C. Nearly 1000 individuals participated-educators, policymakers, business leaders, and government officials. The event built on the work the Office of Vocational and Adult Education (OVAE) had done with states over the prior year and showcased states' efforts in accountability; improving student achievement; transitions from middle to high school and high school to postsecondary education and careers; and ensuring access to a rigorous course of study. These 10 papers were used to inform and stimulate discussion among the participants. The papers are primarily descriptive, using economic, demographic and early evaluation data to stake out the major areas of concern and promise for high school reform. Essays include: (1) "High Schools with High Expectations for All"; (2) "No Child Left Behind: Transforming America's High Schools"; (3) "The Economic Imperative for Improving Education"; (4) "From There to Here: The Road to Reform of American High Schools"; (5) "High School Accountability and Assessment Systems"; (6) "Turning Around Low-Performing High Schools"; (7) "Every Young American a Strong Reader"; (8) "Charting a New Course for Career and Technical Education"; (9) "Dual Enrollment"; and (10) "College Transition Programs: Promoting Success Beyond High School." Included are numerous recommendations for policies, curricula and interventions. (Contains 9 exhibits and 126 endnotes.) [These papers were produced with DTI Associates, Inc. The papers were originally written for the 2003 National High School Summit but were reissued for the second 2004 Summit.]

For the twenty-seventh year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499962.]

This paper reports on individual, semistructured interviews with 10 women academics in the field of higher education, who volunteered information about the contributions of spouse or partner on factors associated with scholarly publishing productivity. After a brief review of the literature related to the relationships between marriage, motherhood, and productivity, and a definition of the methodology, findings are summarized and highlighted by brief quotations from respondents that comment upon such matters as the partner's role in sharing childcare and household responsibilities, collaborating with the partner in the writing process, and having a place to write. The paper concludes that for some female scholars, having an academic partner plays an important role in sustaining their commitment to scholarly writing. A table summarizes (by year and author) explanations cited in the research literature for productivity of married women. (Contains 25 references.) (CH)

This publication contains two papers on the implications of school decentralization for teacher education, student achievement, and democracy. The first paper, "Devolution in Education Systems: Implications for Teacher Professional Development and Pupil Performance" (Geoff Whitty), explores the way education reform movements for decentralization have developed generally by looking at how reforms have worked in England with some cross references to experiences in New Zealand and the United States. In doing so it reviews several studies and discusses the context in which reforms were installed. The conclusion notes that the overall benefits are not yet apparent and that reforms seem to intensify the links between educational and social inequality. The paper also notes that these reforms were part of a larger Thatcherite political project that must have influenced their effects. The second paper, "Decentralisation and Democracy" (Terri Seddon), argues that current educational reform is limited by its neglect of the interdependencies of development, democracy, and education; and that the character of decentralization is the key issue for debate. In three sections the paper comments on contemporary educational reform in Australia, discusses the consequences of decentralization for democracy, and suggests a way to reframe the problem of education reform to recognize the interdependency of development and democracy. (Contains 53 references.) (JB)

In 1990, Milwaukee (Wisconsin) became the site of the first publicly funded school-choice program providing low-income parents with vouchers that could be used to send their children to secular, private schools. An evaluation of Milwaukee's school-choice experiment was conducted by a team of researchers, headed by John Witte at the University of Wisconsin at Madison, during the years 1991-95. That study concluded that choice was not an effective way to improve the education of low-income, central-city students. The data were made available on the World Wide Web in February 1996. This paper presents findings of a study conducted by the Center for Public Policy at the University of Houston (CPP) and the Program in Education Policy and Governance at Harvard University (PEPG) that analyzed the University of Wisconsin-Madison database and research methodology. The CPP/PEPG study examined student performance as measured by standardized mathematics and reading tests. It concludes that students enrolled in choice schools for 3 or more years, on average, did better on standardized tests than a comparable group of students attending Milwaukee public schools. The results indicate that the reading scores of choice students in their 3rd and 4th years were, on average, from 3 and 5 percentile points higher, respectively, than those of comparable public school students. Math scores, on average, were 5 and 12 percentile points higher for the 3rd and 4th years, respectively. The CPP/PEPG study also argues that the earlier researchers failed to use analytic techniques appropriate to experimental data; the bulk of their research focused on comparisons between choice students and a much less disadvantaged cross-section of public school students. Nine tables are included. (Contains 30 end notes.) (LMI)

This paper describes a Developmental Education Outcomes Study being conducted for 21 Minnesota state community colleges. The goals of the study were to examine the academic performance of students placed into developmental reading, writing, and mathematics courses and to identify areas where improvement was needed. Subjects were all 20,543 post-high school students who were assessed and enrolled in any of Minnesota's 21 community colleges during Fiscal Year 1992-93. Students were categorized as either college-prepared students, successful developmental course completers, or developmental course non-takers. The outcomes of developmental courses were examined by analyzing differences in three career academic performance measures--the ratio of credits earned to credits attempted, cumulative grade point average, and persistence rate. Students who successfully completed the developmental reading, writing or mathematics course sequence achieved significantly higher on all career performance measures than students who did not take the recommended course sequence. Developmental Course Completers performed as well as or better than the students originally classified as college-prepared. Implications of the high levels of non-compliance with developmental placements, especially in reading, are discussed. (Contains 29 references.)(DB)

This paper provides an assessment of the Inter-American Science and Humanities Program, a program of the University of Texas, El Paso, which allowed students from northern Mexico to take their freshman level courses in Spanish while receiving instruction designed to rapidly enhance English language skills. The paper assesses the effectiveness of this effort in successfully preparing 886 participants who entered the program between fall 1984 and spring 1991 to move into the regular university curriculum, complete their academic programs, and earn a baccalaureate degree. Outcomes examined included participants' retention and graduation rates, credit hours earned over time, grade point averages at each level, and grades in selected English and bilingual courses. These outcomes were measured against those for a comparison group of international students. As a result of the data analysis and interview, several program weaknesses surfaced. These included the finding that the program was no longer addressing the needs of more recent students compared to when the program was first implemented in 1968, and results which pointed to four main problems: low level of English language proficiency; bilingual courses at cross purposes; lack of a program structure and organization; and inadequate acculturation to the American university. In addition, it was found that overcrowding in the course strained the university's budget and shortchanged students. Recommendations for improvement are suggested. (GLR)

A longitudinal study evaluated whether early remediation affected the persistence and/or performance of underprepared students at a midwestern, suburban community college. The study focused on the 3,282 students who completed the basic skills inventory in either Fall 1991 or Fall 1992. Students were classified as either prepared (N=2,028) or underprepared (N=1,254). Variables such as sex, age, number of terms attended, and cumulative grade point average were among the variables evaluated using Astin's input-environment-output model. Findings concurred with other studies of persistence and remediation in that the variables "cumulative grade point average" (GPA) and "number of remedial courses," impacted underprepared community college student persistence. Findings also suggested that early remediation, taking a remedial class within the first year, and a degree-seeking intent were also significant predictors of persistence, particularly for those students most underprepared for a college level curriculum. The variables "age,""ethnicity,""gender," and "degree-seeking intent," were significant predictors of academic performance (cumulative GPA) for underprepared college students. A model was developed which predicted 19 percent of the variance in persistence of underprepared community college students. (Contains 6 tables, 1 figure, and 25 references.) (DB)

Gender and ethnic differences in, and possible predictors of, academic self-confidence, academic self-efficacy, and career-related outcome expectations were investigated for 289 students entering graduate programs in engineering and physical sciences at a research university in the midwestern United States. Influence of student demographic characteristics and parental socioeconomic characteristics, the differences in prior academic performance and program-related work experience, expectations of faculty/student interactions, perceptions of gender and ethnic status as admissions influences, and controls for current degree level and other factors were estimated hierarchically. Women reported lower academic self-confidence than men, but gender was only marginally predictive of academic self-efficacy and did not enter into models predicting career-related outcome expectations. U.S. minority students reported higher academic self-efficacy than Anglo students, and foreign student status was associated with reduced career-related outcomes. Student perceptions of academic preparedness, status-related disadvantages, and faculty/student interactions were strong predictors of academic self-efficacy and career-related outcome expectations. Student funding concerns and research group involvement contributed to reduced career-related outcome expectations. Findings suggest that social, cognitive, and institutional variables may be important determinants of subsequent academic performance. Eight tables giving a statistical breakdown of the various factors studied and two appendices offering comparative statistics and variable definitions are included. (Contains 69 references.) (Author/CK)

This study compared achievement of students in two types of deliberate learning communities at William Rainey Harper College (Illinois) with achievement of students in two comparative groups. In the "linked classes" format, the same students enrolled in the same two course sections and two faculty members taught in a team format. In the "coordinated studies" format, one group of students all registered for the same five course sections. There were 125 students in the linked classes model and 256 students in three clusters of coordinated studies programs. Transcript analysis was used to examine traditional academic achievement and a survey instrument was used to determine the extent to which such objectives as group skills and improved learning attitudes were achieved. Results of both formats on students' later achievement in advanced courses were unclear since few of these students took advanced courses and many were no longer enrolled at the follow-up time. However, two measures (grade point average at Harper and percent saying they felt their technical skill preparation for a job was good) favored the comparison groups over the experimental groups. Significant differences in group skills and in attitude toward learning favored the experimental groups over the comparison groups. The report suggests the need for evaluation of the comparative costs and benefits of wholistic learning communities. (Contains 13 references.) (CK)

This study examined some factors influencing college students' choice of field of study. A model of student choice of major focused on students' perceptions of labor market conditions, personality development, college campus experience of academic and social integration, and use of information available on campus was established. The issues examined were the significance of perceptions of market variables, the use and acquisition of information for choice of major, and the timing of choice decisions. A mail survey was conducted of college juniors and seniors attending a comprehensive research university; 573 students responded. The dependent variable was student choice of any of eight majors. The main independent variables were student perceptions of labor market variables such as salary, job opportunities, job advancement, and other variables. Other aspects investigated in relation to choice of major were effects of socioeconomic background, gender, and race; student intent to achieve the degree and continue for graduate studies; use of information in selecting the major; and timing of students' final decisions regarding majors. The study found that labor market perceptions combined with different personality orientations accounted for 77.5 percent of the total variance in student choice of majors. Nineteen tables containing details of factors analyzed are included. (Contains 7 figures and 36 references.) (CK)

This study, conducted at a major western Canadian university, examined the relation between the academic growth and development of dental students and perceived control, a personalogical variable; and academic and social institutional integration variables. Two questionnaires with an academic focus were administered to 67 students. The theoretical model developed contained three perceived control variables, two measures to evaluate academic goals and career commitment, seven measures of academic integration, three measures of social integration, and one measure of academic outcome. Results indicated that students who assumed personal responsibility for their academic performance reported more academic growth and development, that students more actively involved in the learning process and more stimulated academically reported higher levels of academic growth, and that favorable interactions with peers positively affected academic growth. Results support the collective importance of the perceived control variable, which in combination with academic and social integration variables contributed substantially and positively to students' reported academic growth. (Contains 40 references.) (Author/CK)

This study investigated the efficacy of noncognitive variables and academic background as a function of student ethnic group for the prediction of college grade performance and persistence. New freshmen during four consecutive fall semesters were administered the Cooperative Institutional Research Program Freshmen Survey. The sample included 251 Hispanic, 378 Asian-American, 644 African-American, 15 Native American, and 8,301 White students. Data concerning student attitudes, family characteristics, and high school background were evaluated. From these items, seven noncognitive and other variables were constructed: achievement expectancies, academic self-concept, financial goals, social goals, desire for recognition, parental education, and high school curriculum. All variables were analyzed for their efficacy as predictors of college attrition. American College Testing Program Composite scores, high school class percentile rank, academic self-concept and expectations, high school curriculum, and parental education significantly correlated with grade point average and enrollment status after 2 and 4 years. Financial and social goals were negatively correlated with achievement outcomes. Some differences between student ethnic groups on effective predictors of subsequent achievement were found. Ten tables give data on the correlations found. (Contains 35 references.) (CK)

This study investigated factors influencing the drop-out rate of minority college students as compared to that of non-minority students. Data were collected via mailed questionnaire from 799 freshmen at the University of Missouri-Columbia, a residential, public research university in the Midwest. The questionnaire evaluated such factors as parental encouragement and faculty-student interaction, perceptions of discrimination, congruence of values with the values of faculty and students at an institution, academic and social integration, academic achievement, student satisfaction, student perceptions of their development, institutional commitment, goal commitment and student intent to persist as possible factors affecting the retention rate of students. Findings indicated lower levels of entering ability and subsequent academic achievement for minority students, a strong correlation between institutional commitment and intent to persist, a high negative correlation between perceptions of discrimination and academic integration, a high correlation between perception of quality and intent to persist, and a high correlation between encouragement from family and friends and intent to persist. Generally, there were few substantive differences between minority and non-minority students. Three tables and one figure of the constructs and paths tested in the hypothesized causal model are included. (Contains 48 references.) (CK)

This study investigated the correlation between noncognitive variables and academic success in a freshman composition course. A sample of 257 freshmen taking an introductory English course completed a survey assessing their attitudes and achievement expectancies. The questionnaire measured self-ratings of overall academic ability, drive to achieve, writing ability, creativity, and self-confidence in intellectual ability. Correlations were computed for the entire sample and separately for male and female students. American College Testing Program Composite scores and self-ratings on academic ability, achievement drive, and academic expectations showed a significant positive correlation with English course grades. Results suggest that noncognitive variables should be considered when providing academic counseling during the freshman year. Four tables provide correlation data and results of multiple regression analyses. (Contains 29 references.) (CK)

This collection presents 68 papers or summaries presented at a 1996 conference on self-study and institutional improvement for institutions of higher education. Papers are grouped in the following 10 chapters (with sample topics in parentheses): (1) "Integrity and Accreditation: Current Issues" (intercollegiate athletics, nontraditional students, electronically offered programs, and interinstitutional agreements); (2) "Integrity and Accreditation: Focus on Faculty" (faculty burnout, faculty governance, and integration of part-time and adjunct faculty); (3) "Integrity and Accreditation: Improving Retention/Completion Rates" (the accelerated baccalaureate degree, community college-university collaboration, barriers to timely degree completion); (4) "General Education/Critical Thinking" (critical thinking, assessment of general education, and competency-based general education); (5) "Assessing Student Learning: Implementing the Assessment Plan" (assessment at Ball State University--Indiana, a culture of assessment for improvement, and comprehensive assessment plans); (6) "Assessing Student Learning: Relating Assessment of Student Academic Achievement to Institutional Effectiveness" (institutional effectiveness and continuous improvement, and linking institutional effectiveness and assessment); (7) "Assessing Student Learning: Tools of Assessment" (technology and assessment, educational outcomes assessment, and student academic achievement in graduate programs); (8) "Assessing Student Learning: The Role of Faculty in Assessment Plans and Programs" (decentralization and faculty ownership, the role of faculty in assessment at Ohio Wesleyan University, and faculty participation in student learning outcomes assessment); (9) "From Self-Study to Site Visit: Case Studies" (14 critical choices in the self-study process, and a case study of the reaccreditation process); (10) "The Role and Responsibilities of the Self-Study Coordinator" (a 12-part process, practical planning procedures, using an institutional self-study guide, and strategic planning); (11) "Self-Study and Evaluation: Practical Advice" (community involvement, the steering committee, the team visit, and self-study for the multi-campus institution); and (12) "Coordinating Special Types of Evaluation" (institutions seeking initial candidacy, using the new criteria, and the mandated focused visit). (Most papers contain references.) (DB)

While admissions at the undergraduate level are experiencing a surge of students over 30 years of age, the pool of traditionally aged students is declining. These phenomena indicate that older (over age 30) students will also be enrolling in graduate programs in increasing numbers. This paper addresses the issue of retention as it pertains to older female graduate students. Data are examined from a fall 1991 survey and its 1992 followup at a large Midwestern research university. The study evaluated such potential obstacles to female graduation as concern family issues, relationships with faculty and fellow students, difficulty of the coursework, and financial problems and financial aid. Results of a logistic regression on a sample of 81 respondents found that the factor most predictive of persistence was not being married. Other important variables supporting persistence including maintaining a positive relationship with fellow students, maintaining a positive interaction with faculty, and achieving a high grade point average. An appendix contains the measurement scales used in the analysis. (Contains 50 references.) (GLR)

This paper estimates the relative importance of three, theoretically interrelated sets of variables on changes in students' intellectual curiosity and interest in learning for its own sake. Variables being analyzed are: (1) students' curricular experiences; (2) students' formal instructional experiences and classroom-related contacts with faculty members; and (3) students' out-of-class experiences with faculty, peers, and the formal co-curriculum. The major purpose was to assess the extent to which student interest in learning is shaped by both formal academic activities and by their out-of-class experiences. Data from a group of 210 students who participated in a Spring 1992 survey and followup surveys show that what happens to students after they matriculate has a substantially greater influence on what and how much they learn than their precollege personal and academic development. Study analysis also revealed that both students' class-related experiences and their out-of-class experiences made statistically significant and unique contributions to the explanation of variations in intellectual orientations above and beyond students' precollege traits and their experiences in other areas of college life. (Contains 44 references.) (GLR)

While previous research has outlined factors that can be used to predict academic self-concept among college students, much of this research pays little attention to how self-concept develops differently for unique subgroups of students. This paper examines the development of mathematical self-concept during college for four groups of students who entered college with significantly different levels of math confidence: (1) men in math-intensive majors; (2) women in math-intensive majors; (3) men in non-math-intensive majors; and (4) women in non-math-intensive majors. Data are examined from surveys of over 14,000 college freshmen at 191 institutions who were followed up 4 years after college entry. Regression analyses describe how the factors contributing to the development of math self-concept differentiate among the four groups and suggest how women who persist in math-intensive majors comprise a unique group of students. While the gender gap in math self-concept persists through college for the majority of students, women, as a group, who majored and persisted in math-intensive fields actually gained confidence in math during college. Other characteristics distinguishing this group were: (1) the lack of relationship between the Scholastic Aptitude Test Math score and math confidence 4 years later; and (2) high degree of benefit gained from tutoring other students. On the other hand, interactions by this group (but not by men) with faculty were associated with declines in math confidence. (Contains 29 references.) (Author/DB)

This paper briefly reviews the literature on the common factors in effective college student retention programs, then presents a study assessing the impact of the institution's mission effectiveness as distinct from other determinants of student retention. The assessment of retention predictors and the effects of the school's mission were conducted at Barry University (Florida). Data sources for the study came from admissions records, standardized test scores, secondary school performance data, student academic records, and a survey of first-year students that determined their subjective experiences at the institution. Using logistics regression analysis, the study determined that strategies to improve first semester grades have the greatest impact on retention; however, institutional effectiveness in the academic area was but one determinant of grade point average, contributing only one-third of the variance. Academic preparation and student motivation had greater impacts on academic outcomes. Institutional academic effectiveness had less influence on retention than the community building and personal growth missions of the institution. The study determined that institutional effectiveness, by itself, cannot curtail attrition; but missions that differentiate the university from other schools have greater potential for creating commitment and encouraging retention. Contains 17 references. (GLR)

The importance of selected social integration variables in the persistence of Black male students on the campuses of Predominantly White Institutions (PWIs) is investigated. This review attempts to develop a method for generally classifying the wide variety of research that investigates the persistence of Black male students attending PWIs. It has been purposely narrowed towards exploring the relationships between the culturally unique interaction styles of Black students in general, and Black males in particular, and their persistence rates at PWIs. Its major focus is on non-assertive or passive aspects of successful Black male student adaptation to college. This area appears to provide a promising basis for additional exploratory research aimed at expanding the current conceptual framework for the development of a "non-defective" based theoretical paradigm for Black male student persistence at PWIs. Contains 287 references. (TS)

This volume groups papers discussing indicators of children's well-being into three areas: child health, education, and economic security. Papers concerning child health include: (1) "Prenatal and Infant Health Indicators" (Paula Lantz and Melissa Partin); (2) "Health Indicators for Preschool Children (Ages 1-4)" (Barbara L. Wolfe and James Sears); (3) "Health Indicators for Preadolescent School-age Children" (Barbara Starfield); (4) "Adolescent Health Indicators" (Arthur B. Elster); and (5) "Indicators for Infant, Child, Preadolescent and Adolescent Health: Discussion (Michael D. Resnick). The second section, Education, includes the following papers: (1) "Indicators for School Readiness, Schooling, and Child Care in Early to Middle Childhood" (Deborah Phillips and John Love); (2) "Indicators of High School Dropout" (Robert M. Hauser); (3) "Postsecondary and Vocational Education: Keeping Track of the College Track" (Thomas J. Kane); (4) "Indicators of Educational Achievement" (Daniel Koretz); and (5) a Summary of the four papers on education indicators (Richard J. Murnane). The last section, Economic Security, includes the following papers: (1) "Income, Employment, and the Support of Children" (Susan E. Mayer); (2) "Longitudinal Indicators of Children's Poverty and Dependence" (Greg J. Duncan); and (3) "Parental Employment and Children" (Judith R. Smith, Jeanne Brooks-Gunn, and Aurora P. Jackson). Most papers contain references. (SLD)

Hispanics are the fastest growing ethnic group nationally, yet they continue to be undereducated and underemployed. This paper discusses one community college's success in preparing and transfering Hispanic students to 4-year institutions. The study examined a San Francisco Bay Area high transfer community college, which was experiencing an increase in the enrollment of Hispanic students, to determine how its organizational practices were specifically addressing the transfer of this population. Data are provided that were gathered through interviews with college personnel involved in carrying out the transfer function as part of their responsibilities. Exploratory analysis and findings of the data are presented in terms of four organizational dimensions: commitment; structural context; role performance of staff; and role performance of students. Findings suggest that the intention of the institution, embodied in a policy statement, the college's allocation of resources, its implementation efforts to create facilities and roles to carry out the intent, and the actual roles enacted by the staff, seem to be directly related to and influence the participation and behavior of the students as to whether or not they utilized the transfer-related opportunities offered to them. (Contains 25 references.) (Author/GLR)

This occasional paper gives attention to teaching and learning in schools where multiple languages are spoken by students. Recognition of the growing numbers of language minority English learners (LMELs) in schools where English is the sole language of instruction underscores the importance of gaining control over our understanding of how to recreate schooling in ways that will benefit these students intellectually, socially, and personally. The paper takes the position that professional educators must be mindful of students' home cultures as a prerequisite to making meaningful change in schools and classrooms. Building upon that knowledge, the paper urges a transformation of teaching toward the ends of English language competence as well as subject matter competence, linking the two through reconsideration of appropriate pedagogy when working with LMELs. The paper urges considerable reconceptualization of teacher education as an important foundation for altering teaching and schooling, and suggests a serious rethinking of the features of schooling as a vital component in increasing the influence of teaching upon LMEL learning. Arguing that our knowledge about LMELs in the nation's schools is fragment and fragile, the paper concludes with a comprehensive research and development agenda that needs attention as professional educators engage together to better understand and act positively on issues central to LMEL school participation. Contains 39 references. (Author)

This study surveyed community college students to determine the dynamic relationships among: their background variables; college experiences; academic, career, and personal gains; and satisfaction. The Community College Student Experience Questionnaire was administered to 1,062 students, and A. Astin's (1991) input-environment-output assessment model was used in the analysis. Primary background variables were age, credit hours completed, gender, family and job effects on school work, and race. Secondary background variables included principle educational goal, hours per week spent studying, and hours per week spent on campus outside of class. College experience variables included quality of effort scales for class, library, faculty, student acquaintances, art/music/theater, science, writing, vocational skills, and counseling experiences. Outcome variables included student self-reported gains and a satisfaction scale. The study concluded that substantial proportions of the variance in academic, career, and personal gains and in satisfaction were accounted for by the direct effects of college experiences/quality of effort, which were, in turn, influenced by student background variables. The faculty quality of effort scale had no direct effects upon any of the gains factors or upon the satisfaction scale. (Contains 24 references.) (JDD)

This study examines the relative stability and change in ethnic students' (Asian, Black, and Hispanic) social and academic expectations during their first year at the University of Massachusetts. The paper investigates how students' expectations were met by their actual experiences and whether students of different racial or ethnic categories differ in both their expectations and experiences. Given that the quality of students' first-year experience is an important factor in retention, this study provides further data to assist in the understanding of the phenomenon. Results of interviews (n=377) are provided from random samples of first-year students of six racial/ethnic categories early in their first semester of college and again at the end of their second semester. Analysis suggests that students of different racial backgrounds arrive at college anticipating different levels of academic success and levels of fitting in socially, and that, by the end of the first year, their expectations change in response to experiences. Contains 53 references. (Author)

Academic records of first year students enrolled in Introductory Chemistry at the University of Guelph, Canada, were used to develop a method to examine the effects of individual courses on freshman academic performance. At the center of the technique is a new test statistic useful in creating individual course profiles. Because grade point averages for describing academic performance can be misleading, Introductory Chemistry was selected as a test case because its reputation as a difficult course might readily produce effects on grade averages. The study used data from 11 years (1980-1990) of grade records for full-time first year students (N=10,184). Initial analysis demonstrated that having Introductory Chemistry in a timetable will on average decrease a student's average by .6 to 1.4 percent. However, that was found to be a relatively useless fact. Consequently a new formula was developed for determining how much the chemistry grade deviated from the average of the student's other grades. The resulting simple mathematical formula produced a statistic which was found to describe the effects of individual course grades on overall student performance while being intuitively sensible and easy to use. The paper includes 3 tables, 3 figures and 12 references. (JB)

This study examined factors affecting academic persistence for Hispanic college students at a private 2-year bilingual junior college (St. Augustine College, Illinois) in terms of the students' integration into the academic and social environment at the college. A sample of 277 Hispanic graduates (78 percent female) participated in the study. Students responded to a questionnaire that provided measures of latent constructs representative of the Tinto theoretical framework for student persistence. Potential measures for student integration into the academic environment included library use, classroom participation, seeking tutorial help, using a computer lab outside of class, meeting with instructors outside of class to discuss academic topics, and meeting with the academic counselor. Social integration was defined as the extent to which the Hispanic environment and interactions with Hispanics at the college were important to students. The study results indicated that the operational definitions of Academic and Social Integration were appropriate to the study population and provided adequate measures of the students' integrative process at the college, suggesting the validity of these factors in examination of model of student attrition for older (over 25) full-time Hispanic 2-year college students. (Contains 36 references.) (GLR)

This study identified input, environmental, and output variables accounting for differences between successful and unsuccessful groups of underprepared students at Johnson County Community College (Kansas). The study applied an adaptation of Alexander Astin's input-environment-output model of assessing student and institutional effectiveness. "Underprepared" students (n=313) were defined as earning assessment scores resulting in placement in a developmental reading or English course. Successful students (n=188) were defined as those underprepared students who eventually earned a degree or certificate or completed at least 24 credit hours. Two input variables were found to distinguish between the successful and unsuccessful groups: (1) reading scores and reading placement level on the "Assessment of Student Skills for Entry and Transfer" measure and (2) high school grade point average. The only environmental variable separating the groups was the number of first term credit hours. Two output variables, highest developmental English course completed and nondevelopmental grade point average, were also significant factors in separating the two groups. Based on these findings, the completion of reading and English developmental courses appeared of utmost importance in improving the underprepared student's chances for success. Institutional policies that "force" intervention were also viewed as important. Finally, mandatory placement in developmental courses during the first semester of enrollment seemed vital to helping underprepared students succeed. (Contains 20 references.) (GLR)

This study investigated the predictive relationship between initial student attitudes, admissions test scores, years of high school math taken, and the student's subsequent achievement in introductory college chemistry. A group of 179 students who began as new freshmen during the same fall semester and took an introductory chemistry course during their first year of college, participated in the study. All students completed a survey which included several items that measured students' self-ratings of their academic abilities and their expectancies for academic achievement. The results indicated that students' initial attitudes are significant predictors of their subsequent grade achievement in introductory college chemistry. In addition, it was found that self-ratings of mathematical ability were significant predictors of earning a grade of C or better, while the number of years of high school math taken was a significant predictor of earning a passing grade (D or better). These results suggest that there is a set of minimum mathematical skills necessary for passing introductory chemistry and that initial attitudes become significant predictors only for students who have the prerequisite math skills. Contains 54 references. (GLR)

A 4-year longitudinal experiment conducted in Tennessee examined class-size effects on student achievement in kindergarten through grade 3. The Student Teacher Achievement Ratio (STAR) project included more than 7,000 students per year in 79 schools in 42 school systems. Class size categories were: small class (13-17 students), regular class (22-26 students), and regular class with full-time teacher aide. Students and teachers were randomly assigned to class categories. The study found that students in small classes made significantly (statistically and educationally) greater gains than other students. In addition, minority students in small classes benefitted more than minority students in other class categories. It was also determined that gains achieved in kindergarten were maintained through third grade. Analyses showed a continuing, powerful class-size effect in all locations. However, no consistent teacher-aide effect was evident in the study. The Lasting Benefits Study (LBS) had already analysed data from a sample of STAR pupils through grades 4 and 5 in an attempt to determine whether gains STAR students achieved in small classes carried through to those grades. The LBS found that students who were in STAR small classes at least in grade 3 were statistically and educationally ahead of other STAR students. Three appendices include STAR data collection instruments, primary and extended analyses designs, and analysis of variance for cognitive outcomes. (Author/JPT)

Noting that students' failure to master the basic skills by third grade places them at high academic and social risk, this report provides a synthesis of the findings from a meeting that drew 30 of the nation's leading experts on early childhood education and school reform to discuss the plight of primary education. The meeting was designed to examine the necessary program and policy strategies most likely to bring about broad-scale improvement in the results of instruction in prekindergarten through third grade, particularly for children at risk. Participants included national leaders in educational research, policy, and practice relevant to the early grades; outstanding district and state superintendents; representatives of key education organizations and task forces; and representatives of several foundations. The report is divided into four areas around which the meeting's discussion centered: (1) instruction, learning, and the school context; (2) standards and assessment; (3) teacher preparation and professional development; and (4) the current context of education. Appended are two additional papers, "Conclusion: A New Pedagogy for Policy?" by David K. Cohen and Carol A. Barnes, which describes the challenges of preparing educators to teach students more rigorous, high-level curriculum content; and "Elementary Students at Risk: A Status Report," by Nettie Legters and Robert E. Slavin, which provides a status report on recent educational research documenting the numbers of elementary students at risk of school failure. (TJQ)

This paper analyzes changes in educational aspirations and related constructs as an approach to understanding student careers. It explores the effects of beginning postsecondary education in a two-year college versus a four-year college/university, after controlling for background characteristics (gender, race/ethnicity, socioeconomic status, and measured ability), initial educational goal commitments, and secondary and postsecondary program and performance. Data were drawn from the senior cohort of the "High School and Beyond" database, involving a sample of 2,894 students. Logit model results indicate that beginning postsecondary education in a two-year college increases the likelihood of a downward adjustment in expectations, and that this effect is most pronounced among those initially anticipating graduate study. Includes 30 references. (JDD)

This seminar proceedings document offers a summary of the views articulated in a paper by Robert E. Johnson and others titled "Unlocking the Curriculum: Principles for Achieving Access in Deaf Education." The paper's contention was that deaf students' low average academic achievement levels are not results of learning deficits inherently associated with deafness but of problems in the communication practices of the students' teachers. The paper listed 12 principles to guide deaf education, all of which center around the view that instruction of deaf children should be conducted in a natural sign language (basically American Sign Language). Five panel members then respond to the paper, including David M. Denton, Gerilee Gustason, Carol Padden, David S. Martin, and Roberta Thomas. Responses address such issues as the use of Total Communication, Signing Exact English, mainstreaming, teachers' signing skills, and low expectations for students with deafness. Questions from the audience are then presented, with answers from the panel. (JDD)

This study explored factors contributing to the educational aspirations of African American students. An underlying assumption of the study was that the paradigm for looking at aspirations as a key predictor of later attainment in college students may work differently for black students than for the general population. The study involved data collected from 26,277 college students, of whom 1,140 were black. College environment measurements included institutional structure, the peer environment, the faculty environment, and college completion rate. Study results revealed that the variables that predict educational outcomes in black and white students are very different. Additionally, black students did not appear to achieve at the levels they aspired to while often taking longer to achieve a bachelor's degree. However, black students who attended black institutions achieved higher grades in college than those who went to white institutions. In addition, attendance at institutions with high emphasis on graduate training was found to be negatively related to aspirations, unless the student became involved in research. Black females had higher aspirations than black males; the opposite was true for whites. Finally, among black students, those who had higher aspirations were more likely to enroll in graduate school. The appendices include a list of the variables entered into regression analysis. (Contains 16 references.) (GLR)

Using a sample of 738 students from 4 metropolitan universities--University of Alabama at Birmingham, University of Louisville (Kentucky), University of North Carolina at Charlotte, and Wichita State University (Kansas), data from Pace's College Student Experience Questionnaire, and a modified form of Pascarella's general causal model, a study assessed the effects of background characteristics, differential college environments, and individual effort on student gains in intellectual and social skills. The model was augmented with variables descriptive of urban students, such as: part-time or full-time enrollment status, non-traditional or traditional age, on/off campus living arrangements, and marital status. The study found that such student background characteristics had no direct effects on gains, but they did have indirect effects via effort and environmental conditions. Overall, the study findings suggest that, in order to increase gains, non-traditional students at metropolitan universities must be approached by academic and student affairs professionals in ways different than their traditional counterparts at residential colleges. Appendices provide lists of College Student Experiences Questionnaire effort scales, environment scales, and estimate of gains scores. Contains 23 references. (Author/GLR)

This study attempted to validate the use of academic growth and development items from Tennessee alumni surveys as measures of program quality and effectiveness at the University of Tennessee (UTK), Knoxville. The argument is made that it is essential that the instruments used to assess students educational outcomes be valid measures of the goals of the education program being evaluated and that the empirical structure of assessment data reflect the structure of the outcomes being measured as well as being sensitive to the educational experiences of students. The validation methodology focused on three aspects of construct validity: (1) construct representativeness; (2) structural fidelity; and (3) criterion relatedness. Survey analysis of two randomly-selected samples of 500 alumni from both 1988 and 1990 revealed that the academic growth and development items on the survey represent approximately 50 percent of the goals of the general education program at UTK, had a stable structure that is generally consistent with the structure of the UTK goals, and were significantly related to college experiences. Contains 40 references. (GLR)

Because change is fundamental to education and the measurement of change assesses the quality and effectiveness of postsecondary education, this study examined three methods of measuring change: (1) gain scores; (2) residual scores; and (3) repeated measures. Data for the study was obtained from transcripts of 722 graduating seniors at the University of Tennessee, Knoxville. The gain method involves administering an instrument at the beginning of a program of study and then readministering the instrument at the end of the program. Residual scores are calculated by regressing students' scores at the end of a program of study on their entering scores in order to develop a prediction model. The difference between actual and predicted scores then represents student change. The repeated measures method uses all of the data from the two tests to describe change. Results of the analysis and comparison found that all three methods were marred by similar problems of unreliability. Reliability coefficients and large standard errors of measurement suggested that what is being measured is not true change, but error. However, the repeated measures technique offered the greatest potential because it maintains the original test data, allowing researchers to bring more information to bear in interpreting their findings. One table, one figure and 41 references accompany the text. (JB)

The purpose of this study was to determine the contributions of student effort, campus environments and institutional culture to student learning in three types of institutions: small residential colleges; large residential universities; and universities located in metropolitan areas. Data sources were qualitative assessments of 13 campus cultures and a College Student Experience Questionnaires completed by 3,601 undergraduates (38% response rate) at these institutions. Among the findings was that student gains exhibited a linear dependence on the combination of student effort, environmental characteristics, and the institution's culture. In general, the more effort students devoted to learning activities, the more they learned. Patterns of student learning and development did not differ appreciably across institutional types. Institutional culture had more influence on student learning at large residential institutions than at small residential colleges and metropolitan universities. Appendices provide lists of College Student Experiences Questionnaire effort scales, environment scales, and estimate of gains scores. Contains 37 references. (Author/GLR)