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Lotta Bergman; Frida Hessel – Journal of Transformative Education, 2024
This article explores students' experiences of intellectual, social, and emotional growth during the first year at university and the extent to which these experiences can be considered transformative (Mezirow, 1981). The study is a qualitative interpretive multiple-case study built on semi-structured interviews with students in two higher…
Descriptors: Transformative Learning, Higher Education, World Views, Self Esteem
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Frances Harris – Education 3-13, 2024
Forest school is a pedagogical practice widely used in the U.K., and increasingly in other parts of the world. This paper contributes to the growing body of research on forest school by focussing on how children engage with and respond to forest school. It draws on practitioners' experience of working with children to examine their perspectives on…
Descriptors: Forestry, Learner Engagement, Outdoor Education, Foreign Countries
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Davis, Natalie R.; Marchand, Aixa D.; Moore, Stephanie S.; Greene, Dana; Colby, Amanda – Race, Ethnicity and Education, 2023
Due to the shortcomings of traditional schools, innovative supplementary (e.g. out-of-school, summer) programs have been identified as important sites for the positive development and learning of Black youth. This study foregrounds Black youth perspectives to offer additional insight into the role of supplementary programming. Drawing from 15…
Descriptors: African American Education, Summer Programs, After School Programs, Supplementary Education
Varsha Ghosh – ProQuest LLC, 2021
Service-learning has become deeply embedded in higher education, as both a co-curricular and curricular tool to achieve learning outcomes, promote civic engagement and promote diversity. Yet it has also struggled with the critique that service-learning, unintentionally, reinforces deficit thinking by promoting a dominant narrative centered on the…
Descriptors: College Students, Minority Group Students, Race, Predominantly White Institutions
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Jett, Noel; Rinn, Anne N. – Journal for the Education of the Gifted, 2019
Although acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Furthermore, a large portion of this research pertained to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and…
Descriptors: Undergraduate Students, Academically Gifted, Acceleration (Education), College Admission
Runge, Amy L. – ProQuest LLC, 2016
This evaluation case study explores the impact of the An Achievable Dream social, academic, and moral program on college student's performance in college. Through this study, the researcher was able to provide insight on college student and college student advocates perceptions of An Achievable Dream's social, academic, and moral program's impact…
Descriptors: College Students, Student Development, Academic Achievement, Social Development
Rayfield, William W., III – ProQuest LLC, 2012
The purpose of this study is to answer the call of the National Endowment for the Arts (2011), and various other arts-related organizations, for extensive research on the ability of the fine and performing arts to improve the quality of life for those who participate in them. Guided by C. Robert Pace's theory of quality of student effort, this…
Descriptors: Two Year College Students, Community Colleges, Art Education, Art Activities
Reisberg, Leo – Chronicle of Higher Education, 1998
Early-entrance programs for academically gifted students aged 10 to 14 are offered at a number of colleges and universities. Admissions officials and experts on gifted children worry that some students are not mature enough, that their social development will suffer, and that they will experience social isolation. Highly selective colleges may be…
Descriptors: Academically Gifted, Acceleration (Education), Advanced Placement, College Students
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Flowers, Lamont A. – NASPA Journal, 2004
The effects of living on campus on educational gains were estimated for a sample of African American college students. This study also examined the effects of specific residence hall experiences on African American students' educational gains in college. Controlling for an extensive array of demographic characteristics, institutional…
Descriptors: African American Students, Achievement Gains, On Campus Students, Academic Achievement
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Ethington, Corinna A.; Horn, Robert A. – Community College Journal of Research and Practice, 2007
Pace (1979b) delineates a model for the study of student development and college impress. That model was the basis for his development of the College Student Experiences Questionnaire (CSEQ) and the Community College Student Experiences Questionnaire (CCSEQ). His perspective is similar to Astin (1970, 1984) and Tinto (1975, 1986) in that each…
Descriptors: Outcomes of Education, Student Development, Social Development, Community Colleges
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Brower, Aaron M. – Journal of Higher Education, 1992
This article offers a model of college student integration that emphasizes how students shape their college experiences by pursuing specific life tasks over others. A study of 311 first-year college students found that school persisters tended to focus more on academics during their first semester and social and personal needs during their second…
Descriptors: Academic Persistence, College Freshmen, Dropout Research, Goal Orientation
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Kozleski, Elizabeth B.; Jackson, Lewis – Exceptionality: A Research Journal, 1993
Analysis of the experience of a student with severe mental retardation who experienced full inclusion in her neighborhood elementary school revealed that the student's opportunities for social participation and friendship improved, several adaptive skills were developed, the classroom teacher played a critical role in orchestrating the level of…
Descriptors: Adaptive Behavior (of Disabled), Case Studies, Educational Planning, Elementary Education