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| 581 |
Developing a theory concerning the intercultural academic adaptation of Chinese graduate students at an American university
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In: Doctoral Dissertations (1996)
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| 582 |
Factors promoting success of high-achieving Puerto Ricans
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In: Doctoral Dissertations (1996)
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| 583 |
Teaching theory as truth and its effects upon student creativity
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In: Doctoral Dissertations (1996)
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| 584 |
UA12/2/1 College Heights Herald, Vol. 71, No. 55
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In: WKU Archives Records (1996)
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| 585 |
Accommodating multiple perspectives on reality within western academic settings : some postmodern considerations
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| 586 |
Accommodating multiple perspectives on reality within western academic settings : some postmodern considerations
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| 587 |
Who are "we"?: Social relationships and peer interactions in a multilingual/multicultural preschool classroom
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| 588 |
Remaining and becoming: Cultural crosscurrents in an Hispano school
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| 589 |
A comparison of parents' and teachers' preferences for managing different levels of stereotypic behavior
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| 590 |
Die Plastizität des Nervensystems. Konsequenzen für die Pädagogik ... : The plasticity of the neuro-system. Possible consequences for pedagogics ...
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| 591 |
An analysis of Illinois teachers' perception of empowerment.
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| 592 |
The adult returning student in the undergraduate classroom: A cross-institutional study.
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Abstract:
Sorry, the full text of this article is not available in Huskie Commons. Please click on the alternative location to access it. ; 239 p. ; Research in the field of adult education has explored many aspects of adult students' behavior and opinions but has seldom dealt with the affective domain of students' feelings. Growing numbers of adult returning students in higher education indicate the need for research in this area. The purpose of this study was to explore the classroom climate for adult returning students in undergraduate classrooms by comparing their feelings with younger students' feelings toward the course content in their sociology classes, toward their sociology instructors and toward the other students in their sociology classes. This study also explored how younger and adult returning students perceived that their instructors and other students felt about them. In addition, the relationship between the interaction in the classroom and students' feelings was determined. Data were gathered through 691 student questionnaires requesting quantitative and qualitative responses, 25 classroom visits, 12 instructor interviews and 18 adult returning student interviews. This was done in a qualitative multiple case study involving three types of higher educational institutions: two public community colleges, a public university and three private colleges. Cross-institutional analysis revealed that: (1) generally, adult returning students felt more positively about their sociology classes than did younger students; (2) the adult returning students who felt most positively were in the private colleges; (3) the adult returning students who felt least positively were in the university; and (4) there was not a clear relationship between level of classroom interaction and positive feelings of either the adult returning students or the younger students nor was there a clear relationship between the level of classroom interaction and the type of institution. Further findings were that adult returning students felt a peer-like relationship with their instructor. They felt that their life experiences gave them strong goals and motivation and an advantageous perspective on course content. Adult returning students did not indicate a need for self-direction in their undergraduate studies. They expressed varying degrees of wanting to become socially involved with other students. The study makes recommendations to faculty and institutions involved in teaching adult returning students.
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Keyword:
Administration; Adult and Continuing; Adult education Psychological aspects; College students Psychology; Education; Higher; Sociology of
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URL: http://commons.lib.niu.edu/handle/10843/10146
http://hdl.handle.net/10843/10146
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| 593 |
A sociological study of the manifestation of multi-culturalism in public schools
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In: Doctoral Dissertations (1994)
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| 594 |
"Where will we talk about these things next year, when we're not in this class anymore?": Exploring the role of community in teacher education
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| 595 |
Expanding Our Consciousness Through The Use Of The Mirror Effect: The Inner State Of The Race
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In: Carroy U "Cuf" Ferguson, Ph.D. (1994)
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| 596 |
Investigating Preservice and Practicing Teachers' Epistemological Beliefs: An Exploration of Relationships Between Beliefs and Communities
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| 597 |
The roles of student parents as depicted by black urban welfare teen mothers.
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| 598 |
An examination of factors influencing teachers' compliance/noncompliance with the Illinois Abused and Neglected Child Reporting Act
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| 600 |
Korean kindergarten children's play choice: Activity structure and sex-type
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