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Hundley, Stephen P., Ed. – Assessment Update, 2019
This issue of "Assessment Update" presents the following articles: (1) What Makes a Performance Indicator an Equity-Driven, High-Performance Indicator? (Marilee Bresciani Ludvik); (2) Editor's Notes: The Leadership Imperatives for Assessment Excellence: Imperative #1, Making Assessment Excellence a Strategic Institutional Priority…
Descriptors: College Outcomes Assessment, Educational Indicators, Equal Education, Strategic Planning
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Baxter Magolda, Marcia B.; King, Patricia M. – ASHE Higher Education Report, 2012
In this monograph, the authors identify milestones in the journey toward self-authorship based on the theoretical work of Kegan (1982, 1994) and Baxter Magolda (2001b, 2008, 2009a), as well as the empirical findings from Baxter Magolda's longitudinal study (2001b, 2009a) and the qualitative longitudinal portion of the Wabash National Study of…
Descriptors: Self Actualization, Liberal Arts, College Students, Student Development
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Twombly, Susan B.; Salisbury, Mark H.; Tumanut, Shannon D.; Klute, Paul – ASHE Higher Education Report, 2012
This review seeks to answer two central questions: (1) who studies abroad (or who does not) and why? and (2) what are the outcomes of studying abroad? Participation in study abroad and outcomes of study abroad must be considered in context. Consequently, who participates and the expected outcomes are framed by the reality that, in addition to…
Descriptors: Study Abroad, College Students, Outcomes of Education, Context Effect
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Lee, Amy; Poch, Robert; Shaw, Marta; Williams, Rhiannon D. – ASHE Higher Education Report, 2012
This monograph attempts to bring insights of diverse branches of educational theory to bear on the practical question of how faculty can leverage the diversity students bring to class in ways that support their intercultural learning outcomes. The authors aim to demonstrate the breadth of research establishing a supportive relationship between the…
Descriptors: Educational Theories, Student Diversity, Cultural Awareness, Multicultural Education
Melenson, Cynthia Mariaschin – National Middle School Association (NJ3), 2005
Educators are responsible for creating classroom environments that encourages attentiveness and curiosity while minimizing distractions and discipline problems. The author of this article suggests several ways for teachers to maintain a classroom's physical organization in terms of physical, academic, and aesthetic ambience.
Descriptors: Classroom Environment, Discipline Problems, Teacher Educators, Class Organization