מאמריו של (Tinto (Vincent עוסקים בסוגיית הנשירה ממוסדות להשכלה גבוהה בארה"ב. החוקר פיתח מודל לתיאור והסבר תופעת הנשירה. חוקרים רבים מתייחסים למודל שלו ומתדיינים עימו. כאן תוכלו לראות הפניות לחלק ממאמריו ולקרוא את המבואות והמסקנות שלהם.
Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. The Journal of Higher Education, 438-455
Though it has long been recognized that the pro- cess of student departure is longitudinal , researchers have in fact done very little to explore the temporal dimensions of that process. Despite the continuing theoretical debate over the dynamics of student departure and the growing body of research on its character, there has been, with a few notable exceptions virtually no discussion of the possible variation in that process over the course of the student college career. Rather than pursue that possibility, past research has implicitly as- sumed that the process of student departure is essentially invariant over the course of the student career.' Typically, past research has taken data from one time period, for instance, data on retention be- tween the start of the first year and the beginning of the second, to describe the process of institutional departure over the entire college career. By so doing, such research has necessarily argued that the events which shape departure at one part of the student career are es- sentially similar to those which lead to departure at other points in that career.
A Concluding Comment
It would be a mistake, however, to conclude that our analysis can only be applied to issues of student retention. It can also be employed in a study of the process of student development. The issues of com- munity that underlie successful retention programs also provide the foundations for student development . Thus the question may be posed whether a temporal analysis of the process of student persistence and departure may also be applied to that process which may describe the intellectual and moral development of young adults in college. By extension, the sorts of actions institutions take on behalf of student development may also have to be sensitive to the time- variant process which marks that development. It is perhaps telling that some of the most effective educational settings reinterpret the con- cept of orientation from that of social membership, common in many institutions, to that of intellectual foundations and see that beginning period of college as a time of passage to serious intellectual inquiry. We have now come full circle, back to the concept of the "rites of passage" which first informed our discussion. In the process we have stated the view that effective retention and the involvement of individ- uals in the social and intellectual life of the college are one and the same. It is not a singular process but is marked by distinct stages not unlike those first described by Van Gennep in his study of membership in tribal societies. Finally, we have, by example, sought to advance the time-tested notion that the study of any behavior, in this case student departure, can be usefully informed by work outside our immediate field of inquiry.
המאמר אינו מוצג בשל זכויות יוצרים. ניתן להשתמש במנועי החיפוש של אתרי האוניברסיטאות.