Search results

Most retention literature compares students who remain at an institution with those who leave. This paper seeks to extend the analysis by focusing on freshmen who leave in order to transfer to another institution. Using person‐centered and variable centered approaches, it aims to examine subgroups to determine variables contributing to different transfer rates.

Data were collected through surveys, and a quantitative approach was used to analyze the data.

By the unique nature of the sample (i.e. students contemplating transfer to another institution even before their freshman year at Adelphi begins) and utilization of person‐centered and variable‐centered analytic approaches, the current results provide both practical and methodological implications for student retention.

This is an original work which was previously presented at the 2006 Northeast Association of Institutional Association annual conference.

Administrators of the National Survey of Student Engagement (NSSE) argue that the results from the five benchmarks, constructed from the survey's items, “produce a set of national benchmarks of good educational practice that participating schools are using to estimate the efficacy of their improvement efforts”. The objective of this paper is to show that any assessment of educational quality cannot be separated from students' expectations and goals.

Data are drawn from two sources: five years of NSSE data and Adelphi data. A quantitative approach was used to analyze the data.

While NSSE items are important indicators of experiences that certain types of students might be seeking and expect from their college, the benchmarks are supposed to provide an overall picture of colleges' educational practices.

This is an original work which was previously presented at the 2005 Northeast Association of Institutional Research annual conference.

Despite widespread enthusiasm for video technology in teacher education and a great deal of development and use of videos for this purpose, relatively little systematic research has been conducted on the feasibility and effectiveness of various types and uses of video for various teacher education purposes. Much of the research that is available on educational applications of video technology is focused on the use of video in K-12 teaching or in business and industrial training, rather than in teacher education. Furthermore, much of the research on video in teacher education has been limited to studies of relatively global perceptions of its value. These studies indicate that preservice instructors and students, as well as inservice professional development leaders and participating teachers, typically report positive responses to the video components of the program. Authors typically describe what was included in the video component and how it was used by participants. However, they rarely assess the relative effectiveness of different types or uses of video, let alone consider the trade-offs embedded in these alternatives if used to pursue contrasting educational purposes and goals.

How should your company respond to the complex competitive challenge of declining demand? The model described here can increase your prospects of success.

Learning to teach in ways that are academically, linguistically and culturally responsive to diverse learners in today’s schools is a complex and challenging endeavor for novice and experienced teachers. In recent years, educators in schools and universities have been collaborating to create more powerful ways for prospective and practicing teachers to explore and develop what some call “best practice” in teaching and learning (Zemelman, Daniels & Hyde, 1993, 1998). Meanwhile, the advent of new technologies has provided exciting opportunities to invent innovative ways to document, explore and enhance our understanding of teaching as a professional practice. Many educators have written about the rich potential of hypermedia to document the everyday work in which teachers engage – curriculum development, planning, teaching, assessment and reflection – in ways that preserve the highly contextualized and situated nature of teaching practice (Lacey & Merseth, 1993; Lampert & Ball, 1998; Spiro & Jehng, 1990). Video clips of classroom teaching and artifacts associated with it (e.g. student work, the teacher’s reflections, planning documents, district curriculum) can be accessed by computer in flexible, non-linear ways. Moreover, the use of hypermedia materials affords opportunities for novice and experienced teachers to engage together in taking an inquiring stance to investigate practice and to generate new understandings and insights that can inform future practices (Lampert & Ball, 1999). Lacey and Merseth (1993) argued that hypermedia is a curricular innovation that addresses “three currently held beliefs about teaching and learning to teach: namely, that teaching is complex and context-dependent; that engaging in the construction of knowledge about teaching is a powerful way to learn it; and that learning to teach can be greatly enhanced by participation in a community of inquiry” (p. 547).

As sustainability efforts have increased across the apparel and textile industries, consumers are being exposed to an increasing variety of information and label claims. The purpose of this paper is to determine consumer willingness to pay (WTP) for locally produced animal fiber products with organic and alternative labeling schemes, which included eco‐friendly, natural and sustainable.

Experimental auctions were used to elicit bids on wool socks from consumers across three Southern US states. Means were computed for the various bids, as well as bid differences before and after definitions. To test for significance, non‐parametric Wilcoxon signed‐rank tests for matched pairs were performed for all differences investigated.

Consumers indicated higher WTP for all versions over conventional wool socks, with the highest WTP exhibited for organic. WTP for organic versions further increased after definitions were provided. Natural and eco‐friendly versions had larger premiums than sustainable, but this difference disappeared after definition.

The experimental setting brings the results closer to actual consumer behavior, but eliminated many additional variables that consumers consider.

The results of this paper indicate that policy makers should consider definitions and certification for claims besides organic to potentially benefit wool producers.

This research provides consumer WTP comparisons for a variety of labeling terms currently appearing on wool apparel products. Uncovering this information provides greater understanding of consumer WTP for wool with such attributes, especially after definitions are presented.