NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ794367
Record Type: Journal
Publication Date: 2008
Pages: 7
Abstractor: Author
Reference Count: 40
ISBN: N/A
ISSN: ISSN-8756-7555
Epistemological Congruency in Community College Classrooms: Effects of Epistemological Beliefs on Students' Experiences
Fruge, Cheryl W.; Ropers-Huilman, Rebecca
College Teaching, v56 n2 p121-127 Spr 2008
The authors explore how faculty-student epistemological congruency (EC) affects students' experiences and integration into the academic community. EC is defined as the level of similarity in beliefs about learning between a student and a faculty member. Because academic integration has been tied to retention, they investigated whether epistemological beliefs affected students' intentions to remain in college. Academic integration is particularly important at community colleges; we focused our work in that context. Results suggest that EC influences how students interpret their classroom experiences and how instructors interpret their students' experiences. (Contains 2 tables.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A