"National Collaborative Research on How Students Learn Integration: Fin" by Rodger K. Bufford, Randall Lehmann Sorenson et al.
 

Document Type

Article

Publication Date

11-1-2004

Abstract

A relational attachment model of how students learn integration at Rosemead and Fuller was replicated with clinical psychology doctoral students at George Fox University and Wheaton College (Illinois). Struc- tural equation modeling of multitrait-multimethod matrices tested how well faculty members could recognize what students readily identify in professors as most useful to students’ integration, and Latent Semantic Anal- ysis interpreted what students found most important.

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