Dual Enrollment: Strategies, Outcomes, and Lessons for School-College Partnerships PDF Download
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Author: Eric Hoffman
Publisher: John Wiley & Sons
ISBN: 1118485521
Category : Education
Languages : en
Pages : 129
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Book Description
This volume focuses on the goals, practices, policies, and outcomes of programs that enroll high school students in college courses for college credit. This volume examines: The details of dual enrollment programs Their impact on student achievement and institutional practices How they support a student’s transition to, and success in, college The role of higher education in improving K–12 education. It presents quantitative and qualitative studies that investigate the impact of dual enrollment programs on student and faculty participants. Accounts by dual enrollment program administrators provide examples of how their programs operate and how data have been used to set benchmarks for program success. Chapters also explore models that build off dual enrollment’s philosophy of school–college partnerships and embrace a more robust framework for supporting college transition. This is the 158th volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Author: Eric Hoffman
Publisher: John Wiley & Sons
ISBN: 1118485521
Category : Education
Languages : en
Pages : 129
Get Book Here
Book Description
This volume focuses on the goals, practices, policies, and outcomes of programs that enroll high school students in college courses for college credit. This volume examines: The details of dual enrollment programs Their impact on student achievement and institutional practices How they support a student’s transition to, and success in, college The role of higher education in improving K–12 education. It presents quantitative and qualitative studies that investigate the impact of dual enrollment programs on student and faculty participants. Accounts by dual enrollment program administrators provide examples of how their programs operate and how data have been used to set benchmarks for program success. Chapters also explore models that build off dual enrollment’s philosophy of school–college partnerships and embrace a more robust framework for supporting college transition. This is the 158th volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Author: Jason L. Taylor
Publisher: John Wiley & Sons
ISBN: 111905429X
Category : Education
Languages : en
Pages : 123
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Book Description
Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including: state policies that regulate dual enrollment practice and the influence of state policy on local practice, the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality. This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: Kristin Bailey Wilson
Publisher: John Wiley & Sons
ISBN: 1119487641
Category : Education
Languages : en
Pages : 113
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Book Description
Historically, community colleges have served societal and functional missions that expanded over time, with the result of trying to achieve multiple goals for multiple audiences. This volume explores the forces currently shaping community college missions and the resulting tension between stated goals, assumed goals, and achievement of those goals. In an era of increasing accountability, tighter coupling, and the need to do ever more with fewer resources, mission focus is vital to college survival. Explore such issues as: the unspoken social contract, transfer, developmental education, noncredit education, dual enrollment, workforce development, the free college movement, and planning for the future. The topics are explored thoughtfully from both scholarly and practical perspectives, highlighting the forces that shape community college missions. This is the 180th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: Christine Denecker
Publisher: University Press of Colorado
ISBN: 1646422538
Category : Language Arts & Disciplines
Languages : en
Pages : 286
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Book Description
The Dual Enrollment Kaleidoscope serves as a starting point for elevating the voices of those who do dual enrollment (DE) work—those who historicize, legitimize, scrutinize, critically analyze, align, and assess it—pushing readers beyond unique, singular views of DE first-year composition and positioning DE’s impact on composition instruction as one that shifts dependent upon perspective. Just as kaleidoscopes reconfigure images, DE provides writing studies with reflecting images of what FYC was, is, and could be. DE disrupts long-held beliefs of who should take and who should teach college writing. Giving higher education pause about the place of writing instruction within the academy, DE force those in the field to reflect upon the purposes and value of FYC and its pedagogical approaches. Featuring seventeen chapters written by a wide and diverse range of authors, this collection includes the voices of prominent scholars in rhetoric and composition at two- and four-year public and private institutions, as well as emerging scholars in the field. It also features a variety of methodologies, including archival research, quantitative and qualitative data collection, and autoethnography. Few texts have been published on dual enrollment writing in rhetoric and composition studies. The Dual Enrollment Kaleidoscope should be mandatory reading for anyone interested in or tasked with doing the work of DE writing instruction, administration, mentoring, or assessment. Contributors: Dominic Ashby, Anna Bogen, Tyler Branson, Melanie Burdick, Scott Campbell, Christine R. Farris, David Gehler, Leigh Graziano, Jane Greer, Jennifer Hadley, Jacquelyn Hoermann-Elliott, Joseph Jones, Nancy Knowles, Amy Lueck, Miles McCrimmon, Katie McWain, Annie S. Mendenhall, Keith Miller, Brice Nordquist, Cornelia Paraskevas, Jill Parrot, Shirley K Rose, Barbara Schneider, Erin Scott-Stewart
Author: Barbara F. Tobolowsky
Publisher: John Wiley & Sons
ISBN: 1119275415
Category : Education
Languages : en
Pages : 129
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Book Description
The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of: • the scholarly literature on dual credit offered at high school and a variety of postsecondary settings; • underrepresented students’ experiences with the course(s), and • suggestions for future research and drivers that will influence its development. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well. This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: David H. Kalsbeek
Publisher: John Wiley & Sons
ISBN: 1118648188
Category : Education
Languages : en
Pages : 147
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Book Description
Take an in-depth look at the difficulty in gaining traction at the institutional level in improving student retention and degree completion rates—especially at larger four year institutions where size, complexity, and multiplicity of structures and processes present particular challenges. This volume offers a way for institutional leaders to better focus their time, energy, and resources in their retention effort by framing the way they think about it using the 4 Ps of retention strategy: profile, progress, process, and promise. This simple framework challenges long-standing, traditional assumptions about student retention that can distract and dilute institutional efforts, and helps keep those efforts sharply and singularly focused on improving retention and degree completion outcomes. This is the 161st volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Author: Katherine L. Hughes
Publisher:
ISBN:
Category :
Languages : en
Pages : 113
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Book Description
This report examines the ways that credit-based transition programs (CBTPs) may help middle- and low-achieving students enter and succeed in college. It highlights promising practices used by CBTPs to help students who might have been considered noncollege-bound prepare for college credit course work. The report also discusses the challenges that CBTPs face when trying to include such students. The research for this report was conducted in the spring and fall of 2004. Case studies were undertaken in five states: California, Iowa, Minnesota, New York, and Texas. Two dual enrollment programs, an MCHS (Middle College High School), an International Baccalaureate program, and a Tech-Prep program were studied. The first section of the report describes the sites and examines some of the ways in which contextual features influence program implementation. The report then highlights findings regarding four key program features--student recruitment and selection processes; curriculum; support services; and data collection and use. For each feature, the researchers investigated the current practices of the case study sites, identified those practices that seemed most promising in meeting the needs of middle- and low-achieving students, and identified barriers to implementing them. An appendix presents more detailed profiles of each research site. Recommendations for policymakers and practitioners include: encourage broad student access; build strong collaborative relationships; and work with researchers to gather outcomes data. (Contains 19 exhibits and 10 footnotes.).
Author: George S. McClellan
Publisher: John Wiley & Sons
ISBN: 1119691974
Category : Education
Languages : en
Pages : 679
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Book Description
The foremost scholars in student affairs discuss issues facing the field today, approaches to those issues, and skills necessary to enact the approaches Professionals in student affairs administration need practical, timely, and applied information on the myriad issues they encounter in supporting the success of the students and the institutions they serve. In the Handbook of Student Affairs Administration, the top scholars in the field share the latest information, methods, and advice on addressing these issues. The book is sponsored by NASPA, the leading professional organization for student affairs in higher education. This fifth edition has been updated to reflect current and effective techniques in student affairs administration including new chapters on anti-oppressive frameworks and equity in praxis, access for students with disabilities, men and masculinities, support for students’ mental health and well-being, and student employment as learning-integrated work. There is also an emphasis throughout on adult learners, online learners, part-time students, and transfer students. Chapter authors of diverse gender, ethnicity, sexual orientation, experiential background, and type of institution offer broader perspectives. Learn about the dominant organization and administration models in student affairs Stay up to date on core competencies and professional development models Discover research-based strategies for addressing both emerging and lasting issues in student affairs Instructor resources available The Handbook of Student Affairs Administration is a comprehensive and thoughtful resource, with expert insight on the issues facing student affairs. This is one handbook students and professionals in the field won’t want to go without.
Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Pamela L. Eddy
Publisher: John Wiley & Sons
ISBN: 1118883470
Category : Education
Languages : en
Pages : 143
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Book Description
Most research on learning tends to occur in silos based on stakeholder perspective. This volume seeks to break down these silos and draw together scholars who research learning from different perspectives to highlight commonalities in learning for students, faculty, and institutions. When we understand how learning is experienced across the institution, we can develop strategies that help support, enhance, and reinforce learning for all. Exploring what it means to bridge learning across the institution, this volume provides a roadmap to improve learning for all. Both scholarly and practical, it advances the knowledge about the ways we investigate and study learning across and for various groups of learners. It also: Collects thinking about learning in its various formats in one location Provides a platform for synthesis Outlines key questions for thinking more deeply about learning on campus. Instead of thinking of learning as discrete depending on the stakeholder group, this volume highlights the commonalities across all types of learners.
