Journal of - Southern University New Orleans

Journal of Urban Education: Focus on Enrichment 65be inaccessible.Fassinger (1998, cited by Sax, Bryant & Harper,2005) also explored the relationships betweenthe use of classroom participation inthe determination of success among collegestudents. According to Fassinger, classroomparticipation is a function of numerous factorsover which faculty have jurisdiction, includingthe extent of student-student interactionand rewards for contributing to classdiscussions. Student confidence, which alsoencourages participation, can be fostered byensuring that the pace of the class is reasonable.Fassinger further suggest that professorshave considerable opportunities to affect studentsthrough the instructional practices theychoose. Another set of studies by Cappelli(1992; Goldstein & High1992; Pascarella &Terenzini, 1991, cited by Sax, Bryant & Harper2005), revealed the existence of significantrelationships between the amount of timestudents spend interacting with faculty and avariety of educational and personal outcomes,including academic skill development, occupational values and degree aspirations.Bandura’s (1986) concept of self-efficacy providesa theoretical framework for examiningthe process whereby social cognitive variablesmediate patterns of behavior that determineswhether or not individuals achieve.Self-efficacy can be defined as a specific kindof perceived competence, specifically as anindividual’s belief or confidence that she orhe can effectively use his or her ability in aspecific situation. According to theoreticalpredictions, a high level of self-efficacy increasesthe likelihood that individuals willengage in behaviors that will facilitateachievement, such as attending classes, usingstudy strategies, exerting effort and workingat a challenging level. Conversely, low levelsof self-efficacy are associated with a patternof behavior that decreases the likelihood thatindividuals will learn or improve.Bennis (1989) provided a scholarly insightinto institutional leadership. First, they assumeresponsibility for the effectiveness ofthe organization. The quality of the leader isseen as essential to the success of the organization.Second leaders are needed as anchorsfor their organizations during periods ofchange. They provide stability, guidance, andvision during periods of uncertainty andupheaval. Third, leaders are needed inschools to alleviate the public’s concerns regardingthe perceived crisis in public education.Edmond (1979), one of the most well knownproponents of effective school research,stressed the importance of leadership in hisfive-factor model. With this model he soughtto provide a framework to explain the effectivenessof inner-city schools in educating theurban poor. The first of the five factors thatEdmonds refers to as the ‚most tangible andindispensable characteristics of effectiveschools‛ is strong administrative leadership.They provide stability, guidance, and visionduring period of uncertainty and upheaval.SUMMARY AND IMPLICATIONThe proponents of student learning outcomespromised that it would benefit students, employers,faculty, researchers, funding authorities,administrators and universities aroundthe globe. To improve the quality of learningoutcomes may require a better understandingof what happens in the learning process fromthe perspective of the learner (Zeegers, 2005).This study is an educational vehicle for movingan institution of higher learning towardssustainable future. It provides the economicand community rational for making personaland institutional change. The routes of thischange may transform academic disciplines,administration, and university operations,with avenues that lead to improving one’s