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The institutional experience accordi...

Barr, Lynn.

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The institutional experience according to first year students: Lessons for research on attrition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The institutional experience according to first year students: Lessons for research on attrition./
作者:	Barr, Lynn.
面頁冊數:	291 p.
附註:	Source: Masters Abstracts International, Volume: 31-01, page: 6400.
Contained By:	Masters Abstracts International31-01.
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MM68818
ISBN:	9780315688186

The institutional experience according to first year students: Lessons for research on attrition.
Barr, Lynn.

The institutional experience according to first year students: Lessons for research on attrition. - 291 p.

Source: Masters Abstracts International, Volume: 31-01, page: 6400.

Thesis (M.A.)--Carleton University (Canada), 1991.

This item must not be sold to any third party vendors.

The present research is an exploratory study in which qualitative data are gathered from first year students at Carleton University. In this study, I focus on their concepts of institutional experience, academic integration and social integration developed by Vincent Tinto (1975, 1987). Based on information obtained from students, I critically examine the conceptualization and operationalization of Tinto's constructs in past student attrition studies. The findings from twelve in-depth student interviews indicate that the current literature surrounding student attrition, although extensive, provides limited knowledge of the processes underlying students' institutional experiences.

ISBN: 9780315688186Subjects--Topical Terms:

519608
Educational sociology.

The institutional experience according to first year students: Lessons for research on attrition.
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520 $a The present research is an exploratory study in which qualitative data are gathered from first year students at Carleton University. In this study, I focus on their concepts of institutional experience, academic integration and social integration developed by Vincent Tinto (1975, 1987). Based on information obtained from students, I critically examine the conceptualization and operationalization of Tinto's constructs in past student attrition studies. The findings from twelve in-depth student interviews indicate that the current literature surrounding student attrition, although extensive, provides limited knowledge of the processes underlying students' institutional experiences.
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