244 books match the query 'Study' and 21 start with a

Gerald Friesen
University of Manitoba Press, 1981
John F. W. Herschel
University of Chicago Press, 1987
Michael Brecher and Jonathan Wilkenfeld
University of Michigan Press, 2000
Eric Sanday
Northwestern University Press, 2014
Suzanne Bachelard
Northwestern University Press, 1968
Frances Densmore
University of Michigan Press, 1949
Stephen H. Lekson
University of Utah Press, 2018
Quincy Wright
University of Chicago Press, 1983
Wilbur M. Cunningham
University of Michigan Press, 1948

Edited by Francisco Ferreira and Billie Jean Isbell
University of London Press, 2016

John C. Smart
Vanderbilt University Press, 2000
Using as a framework the "theory of careers" developed by John L. Holland, the authors of this volume examine the patterns of student stability and change inherent in the college experience, as well as the variations in professional attitudes and behaviors of college faculty. Their goal is to learn more about what colleges and universities might do to facilitate the retention, satisfaction, and learning of their students.
For example, why should faculties split over student-oriented teaching strategies, one group favoring the formal, structured classroom, the other a freer, more spontaneous environment? Why do some undergraduates become independent thinkers with strong analytical, mathematical, and scientific competencies while others develop powerful interpersonal and group leadership skills?
Holland's theory--at its core a person-environment fit theory--assumes that there are six personality types and six analogous academic environments and that the educational persistence, satisfaction, and achievement of students are a function of the congruence or "fit" between students and their academic environments. The authors also assume that there are circumstances under which the environments of the major field exert more influence on students than do the students' own personality traits. Applying Holland's theory to distinctive clusters of academic disciplines, the authors have found that the answers to such fundamental questions as those asked above emanate from a basic understanding of the influences of academic disciplines and the manner by which they shape the patterns of thought and behavior of both college students and faculty.
Academic Disciplines will benefit researchers and graduate students who study college students and faculty, as well as administrators and policymakers responsible for the performance of colleges and universities.

Herbert Sorenson
University of Minnesota Press, 1950
Stephen R. Yarbrough
Southern Illinois University Press, 1999
Aware that categorical thinking imposes restrictions on the ways we communicate, Stephen R. Yarbrough proposes discourse studies as an alternative to rhetoric and philosophy, both of which are structuralistic systems of inquiry.
Discourse studies, Yarbrough argues, does not support the idea that languages, cultures, or conceptual schemes in general adequately describe linguistic competence. He asserts that a belief in languages and cultures "feeds a false dichotomy: either we share the same codes and conventions, achieving community but risking exclusivism, or we proliferate differences, achieving choice and freedom but risking fragmentation and incoherence." Discourse studies, he demonstrates, works around this dichotomy.
Drawing on philosopher Donald Davidson, Yarbrough establishes the idea that community can be a consequence of communication but is not a prerequisite for it. By disassociating our thinking from conceptual schemes, we can avoid the problems that come with believing in an abstract structure that predates any utterance.
Yarbrough also draws on Mikhail Bakhtin's dialogism to define how utterances operate in life and to show how utterances are involved with power and how power relates to understanding. His discussion of Michel Meyer's problematology treats the questions implied by a statement as the meaning of the statement.
Yarbrough introduces readers to a credible theoretical framework for focusing on discourse rather than on conceptual schemes that surround it and to the potential advantages of our using this approach in daily life.
Grazyna Borkowska
Central European University Press, 2001
Edward Leo Lyman
University of Utah Press, 2009

Edited by James P. Wind and James W. Lewis
University of Chicago Press, 1994
Susan Gillman
University of Chicago Press, 2022
Dag Norberg
Catholic University of America Press, 2004
Alan P Sullivan III
University of Utah Press, 2008
Millis, Walter
Rutgers University Press, 1981
Roger Scruton
St. Augustine's Press, 2015