Effects of class size and attendance policy on university classroom interaction in Taiwan

References

• Alderman, R. V. (2008). Faculty and student out-of-classroom interaction: Student perceptions of quality of interaction (doctoral dissertation). Retrieved from http://repository.tamu.edu/bitstream/handle/1969.1/85919/Alderman.pdf
   Google Scholar
• Bandiera, O., Larcinese, V., & Rasul, I. (2010). Heterogeneous class size effects: New evidence from a panel of university students. The Economic Journal, 120, 1365–1398.10.1111/ecoj.2010.120.issue-549
   Web of Science ®Google Scholar
• Barlow, J., & Fleischer, S. (2011). Student absenteeism: Whose responsibility? Innovations in Education and Teaching International, 48, 227–237.10.1080/14703297.2011.593700
   Web of Science ®Google Scholar
• Blatchford, P., Russell, A., & Brown, P. (2009). Teaching in large and small classes. International Handbook of Research on Teachers and Teaching, 21, 779–790.10.1007/978-0-387-73317-3
   Google Scholar
• Bond, M. H. (1991). Beyond the Chinese face: Insights from psychology. Hong Kong: Oxford University Press.
   Google Scholar
• Brauer, J. (1994). Correspondence: Should class attendance be mandatory? Journal of Economic Perspectives, 8, 210–211.
   Web of Science ®Google Scholar
• Caviglia-Harris, J. L. (2006). Attendance and achievement in economics: Investigating the impact of attendance policies and absentee rates on student performance. Journal of Economics and Finance Education, 4(2), 1–15.
   Google Scholar
• Chan, K. L., & Chan, C. L. (2005). Chinese culture, social work education and research. International Social Work, 48, 381–389.10.1177/0020872805053461
   Web of Science ®Google Scholar
• Demaris, M. C., & Kritsonis, W. A. (2008). The classroom: Exploring its effects on student persistence and satisfaction. Focus on Colleges, Universities, and Schools, 2, 1–9.
   Google Scholar
• Dobkin, C., Gil, R., & Marion, J. (2010). Skipping class in college and exam performance: Evidence from a regression discontinuity classroom experiment. Economics of Education Review, 29, 566–575.10.1016/j.econedurev.2009.09.004
   Web of Science ®Google Scholar
• Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, J. D. (2001). Class size and student achievement. Psychological Science in the Public Interest, 2, 1–30.10.1111/1529-1006.003
   PubMed Web of Science ®Google Scholar
• Ethington, C. (2000). Influences of the normative environment of peer groups on community college students’ perceptions of growth and development. Research in Higher Education, 41, 703–722.10.1023/A:1007068604692
   Web of Science ®Google Scholar
• Fassinger, P. A. (1995). Understanding classroom interaction: Students’ and professors’ contributions to students’ silence. The Journal of Higher Education, 66, 82–96.10.2307/2943952
   Web of Science ®Google Scholar
• Finn, J., Gerber, S., Achilles, C., & Boyd-Zaharias, J. (2001). The enduring effects of small classes. Teachers College Record, 103, 145–183.10.1111/tcre.2001.103.issue-2
   Web of Science ®Google Scholar
• Ives, S. M. (2000). A survial handbook for teaching large classes. Retrieved from http://teaching.uncc.edu/learning-resources/articles-books/best-practice/large-classes/large-class-handbook
   Google Scholar
• Johnson, I. Y. (2010). Class size and student performance at a public research university: A cross-classified model. Research in Higher Education, 51, 701–723.10.1007/s11162-010-9179-y
   Web of Science ®Google Scholar
• Loftin, C., Davis, L. A., & Hartin, V. (2010). Classroom participation: A student perspective. Teaching and Learning in Nursing, 5, 119–124.10.1016/j.teln.2010.02.004
   Google Scholar
• Longhurst, R. (1999). Why aren’t they here? Student absenteeism in a further education college. Journal of Further and Higher Education, 23, 61–80.10.1080/0309877990230106
   Google Scholar
• Marburger, D. R. (2006). Does mandatory attendance improve student performance? The Journal of Economic Education, 37, 148–155.10.3200/JECE.37.2.148-155
   Web of Science ®Google Scholar
• McKeachie, W. J. (1990). Research on college teaching: The historical background. Journal of Educational Psychology, 82, 189–200.10.1037/0022-0663.82.2.189
   Web of Science ®Google Scholar
• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Scott, W. R. (2003). Organizations: Rational, natural, and opensystems (5th ed.). Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student Persistence. The Journal of Higher Education, 68, 599–623.10.2307/2959965
   Web of Science ®Google Scholar
• Toby, J. (1993). Everyday school violence: How disorder fuels it. American Educator, 17, 4–9 and 44–47.
   Google Scholar
• Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46, 153–184.10.1007/s11162-004-1598-1
   Web of Science ®Google Scholar
• Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College students’ perceptions. The Journal of Higher Education, 76, 570–601.10.1353/jhe.2005.0038
   Web of Science ®Google Scholar