Ernest T Pascarella
Biographic Data
| ID | 359016 |
|---|---|
| NAME | Ernest T Pascarella |
| GIVEN NAMES | Ernest T |
| FAMILY NAME | Pascarella |
| SIGNATURE | PASCARELLA E T |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 66 |
| TOTAL CITATIONS | 981 |
| AUTHOR COUNT | 66 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 13 |
Reproduction of Educational Disadvantage? Examining the Bachelor’s Degree Attainment, College GPA, and Graduate Degree Plan of Non-Native English-Speaking Students
Using data from the Wabash National Study of Liberal Arts Education, this study examined non-native English-speaking (NNES) students on selected college experiences and outcomes. The results suggested that NNES students were less likely to have close relationships with faculty and satisfying relationships with peers. They also experienced greater difficulties in making friends and worked for longer hours compared to other students. However, NNES …
How Students’ Intellectual Orientations and Cognitive Reasoning Abilities and May Shape Their Perceptions of Good Teaching Practices
What We Talk about When We Talk about Rigor
Academic rigor has long been considered important for students’ learning and development in higher education. However, findings about students’ outcomes from previous studies of rigor are mixed, in part because of varying conceptions of what constitutes rigor. In quantitative research, rigor is often operationalized in one of two ways: through students’ workload in courses or through their instructors’ expectations for course learning in the form…
Are non-native English speaking students disadvantaged in college experiences and cognitive outcomes
Engaging with Diversity
Although a growing body of research has demonstrated the value of interacting with diverse peers, a number of questions remain about the relationship between the quality of students’ diversity interactions and their cognitive development. In a longitudinal study following 3 cohorts of students from entry into college through the end of their 4th year, we examined how students’ positive and negative diversity interactions were related to 2 differe…
Collaborative Learning and Critical Thinking
In this study, we investigated whether exposure to collaborative-learning activities during the 1st year of college influences the development of critical-thinking skills. To explore this issue, we analyzed longitudinal data from 1,455 freshmen at 19 institutions throughout the United States. With statistical controls in place for a host of potential confounders, including a parallel pretest critical-thinking measure, we found that exposure to co…
Does Collaborative Learning Influence Persistence to the Second Year of College
The purpose of this study was to determine whether engaging in collaborative learning influences persistence to the 2nd year of college among 2,987 college freshmen at 19 institutions. Considering potential confounders such as sex, race, precollege academic ability, type of institution attended, college coursework taken, academic motivation, and the clustered nature of the data, those students who engage in collaborative learning are significantl…
The link between high-impact practices and student learning
How clear and organized classroom instruction and deep approaches to learning affect growth in critical thinking and need for cognition
In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive development is mediated by student use of deep approaches to learning. The findings suggest that for one cognitive outcome, need for cognition, a substantial …
Deeply Affecting First-Year Students' Thinking
This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes
The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes
Using a multi-institutional sample of undergraduate students, this study found that the relationships between engaging in high impact/good practices and liberal arts outcomes differ based on students' precollege and background characteristics. Findings suggest that high impact/good practices are not a panacea and require a greater degree of critical evaluation by higher education scholars
Effects of diversity experiences on socially responsible leadership over four years of college
Regarding collegiate experiences, several studies have examined the effects of diversity experiences on educational, psychosocial, and other college outcomes (Pascarella & Terenzini, 2005). However, there exists a limited body of research, which has focused on the impact of those types of experiences on leadership development among students attending institutions of higher education. This study examined the impact of college students’ experiences…
Diversity Experiences and Attitudes toward Literacy
This article reports on a study that explored whether diversity experiences influence students' attitudes toward literary activities during the first year of college. Interactional diversity and attending a diversity workshop had a positive net influence on the outcome measure. Exposure to curricular diversity, however, had only a chance effect on the dependent variable
Some Complexities in the Effects of Diversity Experiences on Orientation toward Social/Political Activism and Political Views in the First Year of College
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor and Mary Louise Petersen Chair in higher education at the University of Iowa.Mark H. SalisburyMark H. Salisbury is director of institutional research at Augustana College.Georgianna L. MartinGeorgianna L. Martin is a doctoral research associate at the Center for Research in Undergraduate Education at the University of Iowa.Charles BlaichCharles Blaich…
Effects of Diversity Experiences on Critical Thinking Skills
Additional informationNotes on contributorsChad LoesChad Loes is a professor at Mount Mercy University, Ernest Pascarella is the Petersen Professor of higher education at The University of Iowa, and Paul Umbach is a professor at North Carolina State University.Ernest PascarellaChad Loes is a professor at Mount Mercy University, Ernest Pascarella is the Petersen Professor of higher education at The University of Iowa, and Paul Umbach is a professo…
Going Global
College majors and social mobility
Institutional Selectivity and Good Practices in Undergraduate Education
Academic selectivity plays a dominant role in the public's understanding of what constitutes institutional excellence or quality in undergraduate education. In this study, we analyzed two independent data sets to estimate the net effect of three measures of college selectivity on dimensions of documented good practices in undergraduate education. With statistical controls in place for important confounding influences, an institution's median stud…
First-Generation College Students
Longitudinal data from eighteen four-year colleges were analyzed to better understand differences between first-generation and other college students in the experiences and outcomes of postsecondary education. These differences were consistent with theorybased expectations regarding the acquisition of cultural capital during college.
Postsecondary education and some dimensions of literacy development
S This exploratory study analyzed longitudinal data from 18 institutions to track the literacy development of 1,054 students during the first three years of college. Reading comprehension and attitude toward literacy activities were assessed at the beginning and end of the study. Students responded annually to questionnaires about college experiences and provided background data. Linear regression procedures were used to predict growth on the out…
First-Generation College Students
(2004). First-Generation College Students. The Journal of Higher Education: Vol. 75, No. 3, pp. 249-284
How Much Do Students Learn in College
Cross-Sectional Estimates Using the College BASE Introduction What students learn during the undergraduate years in postsecondary education has been the focus of a large body of inquiry for the past 30 years (e.g., Bowen, 1977; Gardner, 1994; Kuh, Douglas, Lund, & Ramin-Gyurnek, 1994; Osterlind, 1997; Pascarella & Terenzini, 1991; Stage, Muller, Kinzie, & Simmons, 1998). The vast majority of these studies document the change, or growth, that occu…
Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College
Elizabeth J. Whitt, Marcia I. Edison, Ernest T. Pascarella, Patrick T. Terenzini, Amaury Nora, Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College, The Journal of Higher Education, Vol. 72, No. 2, Special Issue: The Social Role of Higher Education (Mar. - Apr., 2001), pp. 172-204
How Much Do Students Learn in College? Cross-Sectional Estimates Using the College Base
Lamont Flowers, Steven J. Osterlind, Ernest T. Pascarella, Christopher T. Pierson, How Much Do Students Learn in College? Cross-Sectional Estimates Using the College BASE, The Journal of Higher Education, Vol. 72, No. 5 (Sep. - Oct., 2001), pp. 565-583
Influences on Students' Openness to Diversity and Challenge in the Second and Third Years of College
Additional informationNotes on contributorsElizabeth J. WhittElizabeth J. Whitt is associate professor of education, Student Development in Post-secondary Education, University of Iowa; Marcia I. Edison is a postdoctoral research fellow in higher education, University of Illinois at Chicago; Ernest T. Pascarella is Mary Louise Petersen Professor of higher education, University of Iowa; Patrick T. Terenzini is professor of higher education and sen…
How College Affects Students
(1992). How College Affects Students. The Journal of Higher Education: Vol. 63, No. 3, pp. 355-358
How college affects students
Campus Racial Climate and the Adjustment of Students to College
(1999). Campus Racial Climate and the Adjustment of Students to College. The Journal of Higher Education: Vol. 70, No. 2, pp. 134-160
First-Generation College Students
(2004). First-Generation College Students. The Journal of Higher Education: Vol. 75, No. 3, pp. 249-284
Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model
Ernest T. Pascarella, Patrick T. Terenzini, Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model, The Journal of Higher Education, Vol. 51, No. 1 (Jan. - Feb., 1980), pp. 60-75
Influences on Students' Openness to Diversity and Challenge in the First Year of College
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is a professor of higher education, Marcia Edison is a research assistant, Amaury Nora is an associate professor of higher education, and Linda Serra Hagedorn is a visiting assistant professor in the College of Education, University of Illinois at Chicago;Marcia EdisonErnest T. Pascarella is a professor of higher education, Marcia Edison is a research assistant, A…
A Multiinstitutional, Path Analytic Validation of Tinto’s Model of College Withdrawal
This study investigated the validity of Tinto’s (1975) model of college withdrawal in different types of institutions: 4-year residential institutions, 4-year commuter institutions, and 2-year commuter institutions. Analyses were conducted on a sample of 2,326 freshmen from 11 postsecondary institutions. The results generally supported the predictive validity of the model but suggested that interesting differences in the patterns of influence exi…
Influences on Students' Openness to Diversity and Challenge in the Second and Third Years of College
Additional informationNotes on contributorsElizabeth J. WhittElizabeth J. Whitt is associate professor of education, Student Development in Post-secondary Education, University of Iowa; Marcia I. Edison is a postdoctoral research fellow in higher education, University of Illinois at Chicago; Ernest T. Pascarella is Mary Louise Petersen Professor of higher education, University of Iowa; Patrick T. Terenzini is professor of higher education and sen…
Interaction Effects in Spady and Tinto's Conceptual Models of College Attrition
A Text and Reconceptualization of a Theoretical Model of College Withdrawal in a Commuter Institution Setting
This study tests Tinto's (1975) theoretical model of college withdrawal in a non-residential university setting and offers a reconceptualization of the model based on the results. Path analysis was used to test the predictive validity of the model on a sample offreshmen in a large, urban, commuter institution. The results afforded less support for the person-environmentfit aspects of the model than have been found in residential settings. Similar…
Two-Year College Attendance and Socioeconomic Attainment
Additional informationNotes on contributorsDavid G. WhitakerDavid G. Whitaker is associate vice president for enrollment development at Prairie State College, and Ernest T. Pascarella is professor of educational psychology at the University of Illinois at Chicago.Ernest T. PascarellaDavid G. Whitaker is associate vice president for enrollment development at Prairie State College, and Ernest T. Pascarella is professor of educational psychology at …
College Race and the Early Status Attainment of Black Students
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of education, John C. Smart is professor of education, and Judith Stoecker is a doctoral student in public policy analysis at the University of Illinois, Chicago.John C. SmartErnest T. Pascarella is professor of education, John C. Smart is professor of education, and Judith Stoecker is a doctoral student in public policy analysis at the University of …
College Environmental Influences on Students' Educational Aspirations
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of urban education research at the University of Illinois at Chicago
The Influence of College on Self-Concept
This study estimated the influence of college on student academic and social self-concept within the structure of a causal model. The sample was 4,597 students who enrolled in 379 four-year colleges and universities in 1971, and who were followed for 9 years. Separate estimations of the model were conducted for black and white men and women. The findings suggest that academic and social experiences during college have significant direct effects o…
Patterns of Student-Faculty Informal Interaction beyond the Classroom and Voluntary Freshman Attrition
In a test of Tinto's theoretical model of attrition, this study investigated the pattern of relationships between different types of student-faculty interaction beyond the classroom and college persistence during the freshman year. After controlling for student sex, academic aptitude and personality attributes, freshman persisters were found to have a significantly higher (p < .01) frequency of interactions along six dimensions than were voluntar…
Women's Colleges and Women's Career Attainments Revisited
Additional informationNotes on contributorsJudith L. StoeckerJudith L. Stoecker is assistant professor of physical therapy and Ernest T. Pascarella is professor of education, University of Illinois at Chicago.Ernest T. PascarellaJudith L. Stoecker is assistant professor of physical therapy and Ernest T. Pascarella is professor of education, University of Illinois at Chicago
Orientation to College and Freshman Year Persistence/Withdrawal Decisions
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of urban education research at the University of Illinois, Chicago; Patrick T. Terenzini is acting assistant to the president for planning and associate professor of education at the State University of New York, Albany; and Lee M. Wolfle is associate professor of educational research at Virginia Polytechnic Institute and State University and visiting…
The Influence of College on Humanitarian/Civic Involvement Values
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of education at the University of Illinois at Chicago, College of Education, Box 4348, Chicago, Ill., 60680.Corinna A. EthingtonCorinna A. Ethington is assistant professor of education and John C. Smart is professor of education at the University of Illinois at Chicago.John C. SmartCorinna A. Ethington is assistant professor of education and John C. S…
Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College
Elizabeth J. Whitt, Marcia I. Edison, Ernest T. Pascarella, Patrick T. Terenzini, Amaury Nora, Influences on Student's Openness to Diversity and Challenge in the Second and Third Years of College, The Journal of Higher Education, Vol. 72, No. 2, Special Issue: The Social Role of Higher Education (Mar. - Apr., 2001), pp. 172-204
Institutional Selectivity and Good Practices in Undergraduate Education
Academic selectivity plays a dominant role in the public's understanding of what constitutes institutional excellence or quality in undergraduate education. In this study, we analyzed two independent data sets to estimate the net effect of three measures of college selectivity on dimensions of documented good practices in undergraduate education. With statistical controls in place for important confounding influences, an institution's median stud…
Cognitive Impacts of Intercollegiate Athletic Participation
Ernest T. Pascarella, Rachel Truckenmiller, Amaury Nora, Patrick T. Terenzini, Marcia Edison, Linda Serra Hagedorn, Cognitive Impacts of Intercollegiate Athletic Participation: Some Further Evidence, The Journal of Higher Education, Vol. 70, No. 1 (Jan. - Feb., 1999), pp. 1-26
Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle. Patrick T. Terenzini is associate professor of higher education, Syracuse University. James Hibel is research assistant, Office of Student Affairs, Syracuse University.Patrick T. TerenziniErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle.…
Effects of Diversity Experiences on Critical Thinking Skills
Additional informationNotes on contributorsChad LoesChad Loes is a professor at Mount Mercy University, Ernest Pascarella is the Petersen Professor of higher education at The University of Iowa, and Paul Umbach is a professor at North Carolina State University.Ernest PascarellaChad Loes is a professor at Mount Mercy University, Ernest Pascarella is the Petersen Professor of higher education at The University of Iowa, and Paul Umbach is a professo…
College majors and social mobility
Postsecondary education and some dimensions of literacy development
S This exploratory study analyzed longitudinal data from 18 institutions to track the literacy development of 1,054 students during the first three years of college. Reading comprehension and attitude toward literacy activities were assessed at the beginning and end of the study. Students responded annually to questionnaires about college experiences and provided background data. Linear regression procedures were used to predict growth on the out…
Patterns of Student-Faculty Informal Interaction beyond the Classroom and Voluntary Freshman Attrition
In a test of Tinto's theoretical model of attrition, this study investigated the pattern of relationships between different types of student-faculty interaction beyond the classroom and college persistence during the freshman year. After controlling for student sex, academic aptitude and personality attributes, freshman persisters were found to have a significantly higher (p < .01) frequency of interactions along six dimensions than were voluntar…
An Assessment of the Construct Validity of the Clark-Trow Typology of College Student Subcultures
This study determined whether two dimensions underlie the typology of college student subcultures developed by Clark and Trow. Students’ perceptions of their academic programs and their non-academic lives, the number of times they interacted informally with faculty members, and the number of extra-curricular activities in which they engaged were predictor variables in a stepwise discriminant function analysis. Two statistically significant functi…
Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle. Patrick T. Terenzini is associate professor of higher education, Syracuse University. James Hibel is research assistant, Office of Student Affairs, Syracuse University.Patrick T. TerenziniErnest T. Pascarella is associate professor of education, University of Illinois at Chicago Circle.…
Interactive Effects of Prior Mathematics Preparation and Level of Instructional Support in College Calculus
A quasi-experimental design was used to investigate aptitude-treatment interaction in conditions of high instructional support (Personalized System of Instruction) and low instructional support (Lecture). A test for the homogeneity of regression coefficients indicated a significant (p <. 01) prior mathematics preparation x level of instructional support interaction. The most dramatic differences in post-course achievement favoring the high instru…
Interaction Effects in Spady and Tinto's Conceptual Models of College Attrition
Student-Faculty Informal Contact and College Outcomes
This paper is a critical review and synthesis of the research on the association between student-faculty informal, nonclass contact and various outcomes of college. Relevant investigations are summarized according to sample characteristics, independent and dependent variables, statistical or design controls, and findings. A synthesis of the results indicates that, with the influence of student preenrollment traits held constant, significant posit…
Interactive Effects of Prior Reading Achievement and Training in Context on the Reading of Learning-Disabled Children
THIS STUDY EXAMINED the effects of an instructional program designed to teach learning-disabled children to use context to determine the impact of their errors on meaning and to correct their errors to maintain meaning. Forty children, identified by their schools as learning-disabled, participated in the study and were randomly assigned to one of three experimental groups or to the control group. Scores obtained from an informal reading inventory…
Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model
Ernest T. Pascarella, Patrick T. Terenzini, Predicting Freshman Persistence and Voluntary Dropout Decisions from a Theoretical Model, The Journal of Higher Education, Vol. 51, No. 1 (Jan. - Feb., 1980), pp. 60-75
[Letter from Susanna W. Pflaum and Ernest T. Pascarella]
Probing a Model of Educational Productivity in Science with National Assessment Samples of Early Adolescents
To test a psychological theory of educational productivity and to explore the usefulness of the National Assessment of Educational Progress data for secondary analysis for policy purposes, the science achievement scores of 2,346 13-year-old students were regressed on indexes of their Socio-economic Status, Motivation, Quality (of instruction), Class (social psychological environment), and Home conditions. All these productivity factors are signif…
Early Adolescent Sex Differences in Science Learning
Data from the 1976 NAEP Science Assessment were used to explore sex differences in science learning and its determinants with controls for ethnicity and parental socioeconomic status. The sample was composed of 2,349 13-year-olds. Scales measuring science learning and five related factors were related to sex, race, and SES in three-way analyses of variance and covariance. While no sex difference in science learning was found, a sex-specific trend…
Continuing Motivation in Science for Early and Late Adolescents
This study examined the classroom environment correlates of continuing motivation in science for national samples of early and late adolescents. Controlling for achievement in science and student background characteristics, measures of the quality of the classroom social environment, and the utility of science content and classes had significant positive regression weights in both samples with continuing student interest and participation in volu…
The Effects of Instruction Using Semantic Mapping on Vocabulary and Comprehension
Forty-four junior-high school students were randomly assigned to two vocabulary instruction treatments. One utilized context-rich three-sentence passages that were used as sources for target word definition. The other, the semantic mapping treatment, entailed learning new words by identifying the similarities and differences with related, known words. Results indicated significant main effects favoring the semantic mapping treatment on average we…
Predicting voluntary freshman year persistence/withdrawal behavior in a residential university
Path analysis was employed to test the validity of Tinto's (1975) explanatory, theoretical model of student persistence/withdrawal behavior on a sample of 763 residential university freshmen. A reduced path model yielded results generally consistent with the model's expectations. When the sample was disaggregated by sex, however, notable differences in the path model were indicated. For women, social integration had a somewhat stronger direct eff…
A Multiinstitutional, Path Analytic Validation of Tinto’s Model of College Withdrawal
This study investigated the validity of Tinto’s (1975) model of college withdrawal in different types of institutions: 4-year residential institutions, 4-year commuter institutions, and 2-year commuter institutions. Analyses were conducted on a sample of 2,326 freshmen from 11 postsecondary institutions. The results generally supported the predictive validity of the model but suggested that interesting differences in the patterns of influence exi…
Interaction of Internal Attribution for Effort and Teacher Response Mode in Reading Instruction
Forty-seven learning disabled and low readers in 12 reading groups were assigned to reading instruction programs on context cue use differing only in extent of student control over determination of errors. Analyses conducted with individuals and reading groups as the units of analysis indicated significant interactions between pretreatment locus of attribution for effort and treatment. Both individual students and reading groups initially high in…
A Multiinstitutional, Path Analytic Validation of Tinto's Model of College Withdrawal
This study investigated the validity of Tinto's (1975) model of college withdrawal in different types of institutions: 4-year residential institutions, 4-year commuter institutions, and 2-year commuter institutions. Analyses were conducted on a sample of 2,326 freshmen from 11 postsecondary institutions. The results generally supported the predictive validity of the model but suggested that interesting differences in the patterns of influence exi…
A Text and Reconceptualization of a Theoretical Model of College Withdrawal in a Commuter Institution Setting
This study tests Tinto's (1975) theoretical model of college withdrawal in a non-residential university setting and offers a reconceptualization of the model based on the results. Path analysis was used to test the predictive validity of the model on a sample offreshmen in a large, urban, commuter institution. The results afforded less support for the person-environmentfit aspects of the model than have been found in residential settings. Similar…
What Attitudes Do Educators Have about Student and Teacher Civil Rights
Educators are as liberal as the courts-about themselves. They are less liberal about students
College Environmental Influences on Students' Educational Aspirations
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of urban education research at the University of Illinois at Chicago
The Influence of Cooperative Learning Strategies on Teacher Practices, Student Perceptions of the Learning Environment, and Academic Achievement
This study describes the results of a 3-year evaluative investigation of teachers’ involvement in a cooperative goal structuring project. A specific focus is the efficacy of the project to enhance teacher use of cooperative goal structuring strategies with resultant changes in the classroom learning environment and achievement gains in reading and language arts. The results suggest that cooperative goal structuring strategies can be learned by te…
Students' Affective Development within the College Environment
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of education at the University of Illinois at Chicago
Orientation to College and Freshman Year Persistence/Withdrawal Decisions
Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor of urban education research at the University of Illinois, Chicago; Patrick T. Terenzini is acting assistant to the president for planning and associate professor of education at the State University of New York, Albany; and Lee M. Wolfle is associate professor of educational research at Virginia Polytechnic Institute and State University and visiting…
Socioeconomic Achievements of Former College Students
Colleges and universities are inextricably linked to social mobility in American society because they are entrusted with responsibility for both the education and the certification of youth [17]. There is abundant evidence supporting the centrality of schooling in the determination of intergenerational social mobility in American society [8, 18, 22]. Most of this evidence is derived from studies based on the seminal model of occupational attainme…
Influences on the Intention to Reenter Higher Education
Additional informationNotes on contributorsJohn C. SmartJohn C. Smart is professor of education at Virginia Polytechnic Institute and State University and Ernest T. Pascarella is professor of education at the University of Illinois-Chicago.Ernest T. PascarellaJohn C. Smart is professor of education at Virginia Polytechnic Institute and State University and Ernest T. Pascarella is professor of education at the University of Illinois-Chicago
Psychology (55 works) · Higher Education Research Studies (44 works) · Mathematics education (40 works) · Higher education (36 works) · Sociology (36 works) · Pedagogy (28 works) · Political science (25 works) · Medicine (18 works) · Social Psychology (15 works) · Economics (14 works)