By Karen Kurotsuchi Inkelas, Matthew Soldner (auth.), John C. Smart, Michael B. Paulsen (eds.)
Published every year when you consider that 1985, the guide sequence presents a compendium of thorough and integrative literature experiences on a various array of subject matters of curiosity to the better schooling scholarly and coverage groups. every one bankruptcy presents a accomplished overview of analysis findings on a specific subject, opinions the examine literature by way of its conceptual and methodological rigor, and units forth an time table for destiny learn meant to improve wisdom at the selected subject. The guide specializes in twelve common parts that surround the salient dimensions of scholarly and coverage inquiries undertaken within the overseas greater schooling neighborhood. The sequence is lucky to have attracted annual contributions from special students during the world.
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Additional info for Higher Education: Handbook of Theory and Research: Volume 26
Two studies by Inkelas and her colleagues, Inkelas et al. (2006a) and Inkelas et al. (2006b), included substantial investigations into the relationship between LLP participation and students’ self-reported gains in intellectual development. In the former, the authors reported on a four-institution study that enrolled 5,437 students (LLP = 45%, non-LLP = 55%), while in the latter they described a study that included 4,058 participants (LLP = 43%, non-LLP = 57%) from three institutions. ’s (2006a) first study, in which student responses from all three participating institutions were combined for analysis.
Five years later, Edwards and McKelfresh (2002) explored the relationship between participation in a residential college focused on the natural sciences and students’ academic performance (see also Section “Persistence”). The authors gathered administrative record data on 342 students (LLPn = 81, or 24%) and regressed students’ first-semester and first-year GPAs on gender, a composite measure of pre-college academic ability, race/ethnicity, LLP participation, and a gender × residential college interaction term.
On balance, the findings of those studies suggest that the level of academic engagement reported by LLP participants is greater than that of their non-participating peers. Eck et al. (2007), introduced above, wrote their work “[provided] clear and convincing evidence that living–learning communities . . are improving student engagement within . . the classroom” (p. 7). 62, p. 7). Unfortunately, the absence of descriptive statistics required to compute appropriate effect sizes for the differences noted and the post-test-only nature of the study’s design makes it impossible to validate the authors’ initial claim.