Classroom practices at institutions with higher-than-expected persistence rates: What student engagement data tell us

Thomas F. Nelson Laird; Daniel Chen; George D. Kuh

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Classroom practices at institutions with higher-than-expected persistence rates: What student engagement data tell us

机译：持久性高于预期的院校的课堂实践：学生参与度数据告诉我们什么

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摘要

This chapter discusses the finding that student retention benefits when the instruction increases the level of academic challenge and the amount of support provided to students.

机译：本章讨论了这样的发现：当教学增加了学术挑战水平和向学生提供的支持量时，留住学生会受益。

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《New Directions for Teaching and Learning》 |2008年第115期|85-99|共15页
作者
Thomas F. Nelson Laird; Daniel Chen; George D. Kuh;
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作者单位

Indiana University;

University of North Texas;

Indiana University Center for Postsecondary Research;

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正文语种 eng
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Classroom practices at institutions with higher-than-expected persistence rates: What student engagement data tell us

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