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dc.contributor.author Nelson Laird, T. F.
dc.contributor.author Niskode-Dossett, A. S.
dc.contributor.author Garver, A. K.
dc.contributor.author Chen, D.
dc.date.accessioned 2019-09-16T16:28:31Z
dc.date.available 2019-09-16T16:28:31Z
dc.date.issued 2009-04-15
dc.identifier.uri http://hdl.handle.net/2022/23882
dc.description Paper presented at the Annual Meeting of the American Educational Research Association April 15, 2009 in San Diego, CA. en
dc.description.abstract Based on data from 11,228 faculty members from 17 women’s colleges and 137 private coeducational institutions (from the same Carnegie categories as the women’s colleges), this study examines differences in teaching between the two types of institutions. Hierarchical linear modeling is used to estimate the women’s college effect on institutional average level of active classroom practice, student-faculty contact, and diverse classroom interactions as well as faculty emphasis on higher-order learning, intellectual skills, practical skills, and personal and social responsibility. Our results suggest that faculty at the women’s colleges do each aspect of teaching more than faculty at the coeducational institutions. en
dc.language.iso en en
dc.publisher American Educational Research Association Annual Meeting en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title Faculty at coeducational and women's colleges: How do their teaching practices compare? en
dc.type Presentation en


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