Microanalyzes graph use in lectures drawn from artifacts compiled from videotaping all lectures and seminars in a 13-week ecology course. Focuses on both the text and the gesture-related references made in the reading of a graph in an ecology lecture. Contains 36 references. (DDR)

Sheds light on views held by those who enjoy a certain degree of institutional legitimacy for talking about science either as practitioners in the field of science or as guidance counselors working with students interested in having science-related careers. Contains 60 references. (DDR)

Analyzes and explores questions about the dialogic nature of beliefs and students' belief talk about the nature of science and scientific knowledge. Argues that students' discourse is better understood as a textual bricolage sensitive to conversational context. Contains 26 references. (DDR)

Argues that the framework of sociologists extends commonly used analytical frameworks in socioscientific research in education. Foregrounds the social construction of knowledge and highlights the nature of knowledge production. (DDR)

Examines the multiple uses and definitions of invention in science to develop a theory of invention and inventive acts around themes related to invention as a social act, invention as a recursive and socially linked process, and invention as an embodied agency. Contains 56 references. (DDR)

Argues that teaching technology without reference to the human need which calls for it gives students the wrong idea about the nature of technology and hides the importance of testing artifacts for operation in the relevant environment. Contains 40 references. (DDR)

Studies (n=107) of prevalence and correlates of college student cheating are reviewed. Strongest correlates of cheating included having moderate expectations of success, past cheating, poor study conditions, positive attitudes about cheating, perceiving that social norms support cheating, and anticipating rewards for success. A model of…

Reports two studies hypothesizing that nonintellectual learning dispositions are as important as intellectual assets in predicting college student success. One study was conducted with 298 low-risk francophone students in Canada; the second involved 179 academically at-risk students in the United States. Implications of the results for selection,…

Academic disciplines with soft paradigmatic development have greater affinity for practices designed to improve undergraduate education than do hard paradigmatic disciplines. A study extends this hypothesis to the seven principles of good practice, garnering empirical support for four principles: encouragement of faculty-student contact;…

A study of 154 recent graduates of York University (Ontario) doctoral programs in natural sciences, social sciences, and humanities investigated the relationship of gender, discipline, characteristics of the supervisory relationship, student financial situation, participation in teaching and research assistantships, and enrollment status to the…

A study examined effects of high-school-level economic literacy on intention to attend college and found that students' perception of the helpfulness of economics in thinking about further education positively affect college attendance intentions. Other factors include ethnic background, academic ability, high school performance, parents'…

A study used theory elaboration to help revise Tinto's interactionalist theory of individual student departure from college to include the effects of organizational attributes on student withdrawal. Results provide strong support for including concepts from organizational theory and suggest future research should use theory elaboration to look for…

A study in a private, urban university investigated characteristics and attitudes of part-time faculty relating to developmental advising for college students. Results indicate that years of association with the institution positively affect faculty engagement in developmental advising. Implications are drawn for enhancing faculty commitment to…

A study explored two distinct methods of calculating a precise measure of gender-based wage differentials among college faculty. The first estimation considered wage differences using a formula based on human capital; the second included compensation for past discriminatory practices. Both measures were used to predict three specific aspects of…

A study of science and engineering graduate students found that at time of entry, women and U.S. minority graduate students had academic credentials and expectations similar to those of their Anglo male peers. Student perceptions of academic preparedness, status-related disadvantages, and expectations about student-faculty interactions were more…