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Academic Development (academic + development)
Selected AbstractsOvercoming Fragmentation in Professional Life: The Challenge for Academic DevelopmentHIGHER EDUCATION QUARTERLY, Issue 1 2002Stephen Rowland This paper portrays the fragmented nature of higher education, experienced in terms of a number of fractures. I have chosen to concentrate here on five of these fractures or fault lines: the diverse assumptions about the nature of higher education; the separation between teachers and learners; the separation between academic staff and those who manage them; the split between teaching and research; and the fragmented nature of knowledge itself. Policy initiatives have tended to aggravate these fractures. I suggest that the task for academic development is to work within these fractures, to attempt to create coherence in academic practice. To do this, we need to develop a series of critical conversations between teachers and learners, between academics and managers and between the disciplines. Such conversations might be seen as contributing to the development of a new academic professionalism. The first and foremost subject of this thinking together must concern the purposes of higher education itself. [source] Internationalization of undergraduate medical studies: promoting clinical tourism or academic development?MEDICAL EDUCATION, Issue 12 2001G D Majoor No abstract is available for this article. [source] Promoting new-student success: Assessing academic development and achievement among first-year studentsNEW DIRECTIONS FOR STUDENT SERVICES, Issue 114 2006Jennifer R. Keup This chapter presents findings from a national research study with a sample of nearly twenty thousand first-year students on how students' experiences and campus programs affect key academic outcomes of the first year. [source] ACADEMIC ACHIEVEMENT OF STUDENTS IN FOSTER CARE: IMPEDED OR IMPROVED?PSYCHOLOGY IN THE SCHOOLS, Issue 5 2004Larry D. Evans Foster care's impact on academic development was investigated for 392 students reentering foster care. Psychoeducational evaluation was performed at initial and return placements. Average achievement increased .22 points between placements. Students reentering care did not show differences in achievement or IQ compared to control students with a single placement. Although average achievement showed a small increase between placements, some students showed large changes. Declining achievement was directly related to above-average initial achievement ( p < .001), and indirectly related to not being in special education ( p < .001) and nonminority race ( p < .02). Results provide evidence that overall academic development appears neither enhanced nor hindered by foster care placement, but specific groups may be at risk for poor gains. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 527,535, 2004. [source] Racial Identity and Academic Attainment Among African American AdolescentsCHILD DEVELOPMENT, Issue 4 2003Tabbye M. Chavous In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development. [source] | ||||||||||