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How Clear and Organized Classroom Instruction and Deep Approaches to Learning Affect Growth in Critical Thinking and Need for Cognition
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Wang, Jui-Sheng; Pascarella, Ernest T.; Nelson Laird, Thomas F.; Ribera, Amy K. – Studies in Higher Education, 2015
In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive development is mediated by student use of deep approaches…
Descriptors: Critical Thinking, Classroom Techniques, Instructional Effectiveness, Longitudinal Studies
Do Fraternities and Sororities Still Enhance Socially Responsible Leadership? Evidence from the Fourth Year of College
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Hevel, Michael S.; Martin, Georgianna L.; Pascarella, Ernest T. – Journal of Student Affairs Research and Practice, 2014
We use a longitudinal national dataset to explore the effects of fraternity and sorority membership on students' socially responsible leadership in the fourth year of college. Controlling for a variety of potentially confounding variables, we find no net effect. These findings run counter to an earlier study based on the same students that found…
Descriptors: Evidence, Fraternities, Sororities, Leadership
The Role of Students' Backgrounds and Levels of Academic and Social Integration in College Attrition: A Test of A Model.
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Terenzini, Patrick T.; Pascarella, Ernest T. – 1978
To test Tinto's theory of college attrition, a longitudinal study involving 766 students enrolled in Syracuse University in September 1975 was conducted to determine whether freshmen persisters and voluntary dropouts differed on certain attitudinal and behavioral measures of academic and social integration once selected background characteristics…
Descriptors: Academic Persistence, College Freshmen, Dropout Attitudes, Dropout Characteristics