Thomas F Nelson Laird
Dados Biográficos
| ID | 1500403 |
|---|---|
| NOME | Thomas F Nelson Laird |
| PRENOMES | Thomas F Nelson |
| SOBRENOME | Laird |
| ASSINATURA | LAIRD T F N |
| AFILIAÇÕES | Indiana University Bloomington |
| ORCID | 0000-0002-5065-258X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 18 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Faculty Perceptions of their Disciplinary Cultures
For fifty years, the Biglan dimensions have been frequently relied on by researchers interested in considering disciplinary differences as parts of their studies; however, applying a cultural lens draws attention to the possibility that over time, disciplinary cultures may have changed. This exploratory study examined faculty perceptions of their disciplinary cultures by adding an item set derived from common definitions and descriptors of Biglan…
A Theory of Public Higher Education
What would American public higher education look like if it was unencumbered by its own history? What if it were designed from scratch today, in full view of everything we have come to know about student learning, schooling, and our projections about the future of knowledge and work? This thought experiment project does just that. After justifying the need for a thoroughgoing redesign now, the backward-designed axiomatic approach is used to deter…
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
Individual and Environmental Effects of Part-Time Enrollment Status on Student-Faculty Interaction and Self-Reported Gains
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes
Modeling Accentuation Effects
Additional informationNotes on contributorsThomas F. Nelson LairdThomas F. Nelson Laird, Center for Postsecondary Research, Indiana University. Mark E. Engberg, Center for the Study of Higher and Postsecondary Education, University of Michigan. Sylvia Hurtado, Higher Education Research Institute, University of California, Los Angeles.Mark E. EngbergThomas F. Nelson Laird, Center for Postsecondary Research, Indiana University. Mark E. Engberg, Cen…
Modeling Accentuation Effects
Additional informationNotes on contributorsThomas F. Nelson LairdThomas F. Nelson Laird, Center for Postsecondary Research, Indiana University. Mark E. Engberg, Center for the Study of Higher and Postsecondary Education, University of Michigan. Sylvia Hurtado, Higher Education Research Institute, University of California, Los Angeles.Mark E. EngbergThomas F. Nelson Laird, Center for Postsecondary Research, Indiana University. Mark E. Engberg, Cen…
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
Individual and Environmental Effects of Part-Time Enrollment Status on Student-Faculty Interaction and Self-Reported Gains
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 …
Modeling Accentuation Effects
Additional informationNotes on contributorsThomas F. Nelson LairdThomas F. Nelson Laird, Center for Postsecondary Research, Indiana University. Mark E. Engberg, Center for the Study of Higher and Postsecondary Education, University of Michigan. Sylvia Hurtado, Higher Education Research Institute, University of California, Los Angeles.Mark E. EngbergThomas F. Nelson Laird, Center for Postsecondary Research, Indiana University. Mark E. Engberg, Cen…
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes
Individual and Environmental Effects of Part-Time Enrollment Status on Student-Faculty Interaction and Self-Reported Gains
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
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 …
A Theory of Public Higher Education
What would American public higher education look like if it was unencumbered by its own history? What if it were designed from scratch today, in full view of everything we have come to know about student learning, schooling, and our projections about the future of knowledge and work? This thought experiment project does just that. After justifying the need for a thoroughgoing redesign now, the backward-designed axiomatic approach is used to deter…
Faculty Perceptions of their Disciplinary Cultures
For fifty years, the Biglan dimensions have been frequently relied on by researchers interested in considering disciplinary differences as parts of their studies; however, applying a cultural lens draws attention to the possibility that over time, disciplinary cultures may have changed. This exploratory study examined faculty perceptions of their disciplinary cultures by adding an item set derived from common definitions and descriptors of Biglan…
Higher education (6 obras) · Mathematics education (5 obras) · Psychology (5 obras) · Evaluation of Teaching Practices (4 obras) · Higher Education Research Studies (3 obras) · Pedagogy (3 obras) · Political science (3 obras) · Sociology (3 obras) · Cognition (2 obras) · Computer Science (2 obras)