Shelby Weisen
Biographic Data
| ID | 6155242 |
|---|---|
| NAME | Shelby Weisen |
| GIVEN NAMES | Shelby |
| FAMILY NAME | Weisen |
| SIGNATURE | WEISEN S |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-5138-2622 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Where are the men
Women have been enrolling in and graduating from postsecondary institutions at higher rates than men for decades. The current study advances previous work by taking an intersectional approach to researching the relationships between gender, family income, and prior family postsecondary experiences. We conducted an archival, longitudinal study using institutional data of four successive entering first year cohorts of about 5000–5300 students each …
A cross‐cultural examination of elementary students' perceptions of academic feedback
With a growing emphasis on students playing an active role in the feedback process, understanding how students perceive academic feedback is essential to support the implementation of relevant strategies that can drive better engagement. The current study explored elementary school students' perceptions of feedback in two different contexts/cultures: the United Kingdom and Indonesia. Results suggest that younger students in the United Kingdom and…
How are first‐generation students doing throughout their college years? An examination of academic success, retention, and completion rates
How much do we need college admission tests
Scrutiny about and controversy regarding the use of college admissions tests have increased since COVID‐19 eliminated mass face‐to‐face testing. At that time, many selective colleges chose to make their admissions decisions without using such tests. More recently, the controversy has been sustained as some selective colleges and universities have reinstated requiring test scores. These tests, primarily the ACT and SAT, have received empirical sup…
The feedback I want versus the feedback I need
Getting feedback on assignments is a ubiquitous educational experience. Researchers have typically described the feedback process in one of two ways—feedback as transmission of information from a more knowledgeable other to the learner or feedback as a student‐centered dialogue. The present study highlights a gap between theory and practice by comparing undergraduate students' perceptions of the purpose and preferred content of feedback to the vi…
No prominent works on this page.
The feedback I want versus the feedback I need
Getting feedback on assignments is a ubiquitous educational experience. Researchers have typically described the feedback process in one of two ways—feedback as transmission of information from a more knowledgeable other to the learner or feedback as a student‐centered dialogue. The present study highlights a gap between theory and practice by comparing undergraduate students' perceptions of the purpose and preferred content of feedback to the vi…
How are first‐generation students doing throughout their college years? An examination of academic success, retention, and completion rates
How much do we need college admission tests
Scrutiny about and controversy regarding the use of college admissions tests have increased since COVID‐19 eliminated mass face‐to‐face testing. At that time, many selective colleges chose to make their admissions decisions without using such tests. More recently, the controversy has been sustained as some selective colleges and universities have reinstated requiring test scores. These tests, primarily the ACT and SAT, have received empirical sup…
Where are the men
Women have been enrolling in and graduating from postsecondary institutions at higher rates than men for decades. The current study advances previous work by taking an intersectional approach to researching the relationships between gender, family income, and prior family postsecondary experiences. We conducted an archival, longitudinal study using institutional data of four successive entering first year cohorts of about 5000–5300 students each …
A cross‐cultural examination of elementary students' perceptions of academic feedback
With a growing emphasis on students playing an active role in the feedback process, understanding how students perceive academic feedback is essential to support the implementation of relevant strategies that can drive better engagement. The current study explored elementary school students' perceptions of feedback in two different contexts/cultures: the United Kingdom and Indonesia. Results suggest that younger students in the United Kingdom and…
Psychology (5 works) · Higher Education Research Studies (3 works) · Mathematics education (3 works) · Academic achievement (2 works) · Higher education (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Perception (2 works) · Political science (2 works)