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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Using Student Evaluations to Improve Individual and Department Teaching Qualities
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Hedges, Mary R.; Webber, Don J. – Research in Post-Compulsory Education, 2014
Student evaluations can be seen as an opportunity for students to vent their views on the quality of teaching that they receive, and sometimes instructors trivialise the importance of this opportunity for dialogue with students and colleagues and reflection on teaching practice. This paper takes student evaluations of teaching quality seriously…
Descriptors: Foreign Countries, Student Evaluation, Instructional Effectiveness, Teacher Effectiveness
Attendance and Exam Performance at University: A Case Study
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Allen, David O.; Webber, Don J. – Research in Post-Compulsory Education, 2010
The link between absenteeism and students' academic performance at university is perpetually a hot topic for teaching academics. Most studies suggest the effect is negative, although the strength of this effect is in dispute. The issue is complicated further when researchers draw their inferences from different angles, such as the removal of a…
Descriptors: Correlation, Inferences, Educational Policy, Attendance
Choice at 16: School, Parental and Peer Group Effects
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Thomas, Wayne; Webber, Don J. – Research in Post-Compulsory Education, 2009
School, parental and peer group effects have been identified as being influential in shaping the decision of students to participate in post-compulsory education, but the analysis of each effect separately is rare. Using a random effects logistic regression approach, estimates of the importance of school, parental and peer group effects on student…
Descriptors: Social Class, Peer Groups, Parent Background, Probability
Gender-Specific Peer Groups and Choice at 16
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Webber, Don J.; Walton, Fiona – Research in Post-Compulsory Education, 2006
The purpose of this paper is to examine the influence of gender-specific peer groups on students' intentions and realisations to stay on into post-compulsory education at the age of 16. This is an important area for research as one of the UK government's aims is to achieve a 50% staying on rate in higher education at the age of 16. However, this…
Descriptors: Females, Peer Groups, Gender Differences, Males
School Effects that Shape Students' Intentions To Stay on in Education.
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Thomas, Wayne; Webber, Don J.; Walton, Fiona – Research in Post-Compulsory Education, 2003
Econometric estimations using Bradford Youth Cohort data investigated influences on intention to continue education after age 16. Fixed effects nominal logit regression analyses identified significant effects of school quality, teachers' advice, work experience, neighborhood income, and ability. (Contains 37 references.) (SK)
Descriptors: Academic Persistence, Foreign Countries, Institutional Characteristics, Intention
"Because My Friends Are": The Impact of Peer Groups on the Intention To Stay on at Sixteen.
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Thomas, Wayne; Webber, Don J. – Research in Post-Compulsory Education, 2001
Data from 1,375 female and 1,401 male adolescents in Britain were analyzed to investigate influences on intention to stay past the postcompulsory education age. Peer groups had a strong and significant impact on boys' intention to stay. Boys were influenced by a variety of factors, girls predominantly by their perceived ability. (Contains 34…
Descriptors: Foreign Countries, Intention, Out of School Youth, Peer Influence