Narratives of Early College High School Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Narratives of Early College High School Students PDF full book. Access full book title Narratives of Early College High School Students by LaQuesha Foster. Download full books in PDF and EPUB format.
Author: LaQuesha Foster
Publisher:
ISBN:
Category :
Languages : en
Pages : 458
Get Book Here
Book Description
Seldom are the experiences of Early College High School (ECHS) students studied while they are simultaneously working towards high school and college completion. Designed to assist with school reform, ECHS programs provide students with equity and educational opportunities that might not be available in a traditional high school setting. ECHS students are studied primarily to learn about ECHS policy or as first-time-in-college students, after they have transferred to a four year-institution or in comparison to other first-time-in-college students (Schlossberg, 2011). The purpose of this narrative study, utilizing Schlossberg's Transition theory, was to address the exploratory question: How do high school students navigate their transition to the community college while participating in an Early College High School program? Unstructured interviews, narrative inquiry, and thematic analysis were used develop stories and find emerging themes to understand the lived experiences of the participants as high school students participating in the ECHS program and to understand their ECHS experience at the community college. Three themes emerged from the data that aligned with Schlossberg's Transition Theory. These themes revealed more about Early College High School students who completed two years at the high school, or the ninth and tenth grade, and have transitioned to the community college to complete their junior and senior years in high school while simultaneously completing up to 60 hours or an associate degree
Author: LaQuesha Foster
Publisher:
ISBN:
Category :
Languages : en
Pages : 458
Get Book Here
Book Description
Seldom are the experiences of Early College High School (ECHS) students studied while they are simultaneously working towards high school and college completion. Designed to assist with school reform, ECHS programs provide students with equity and educational opportunities that might not be available in a traditional high school setting. ECHS students are studied primarily to learn about ECHS policy or as first-time-in-college students, after they have transferred to a four year-institution or in comparison to other first-time-in-college students (Schlossberg, 2011). The purpose of this narrative study, utilizing Schlossberg's Transition theory, was to address the exploratory question: How do high school students navigate their transition to the community college while participating in an Early College High School program? Unstructured interviews, narrative inquiry, and thematic analysis were used develop stories and find emerging themes to understand the lived experiences of the participants as high school students participating in the ECHS program and to understand their ECHS experience at the community college. Three themes emerged from the data that aligned with Schlossberg's Transition Theory. These themes revealed more about Early College High School students who completed two years at the high school, or the ninth and tenth grade, and have transitioned to the community college to complete their junior and senior years in high school while simultaneously completing up to 60 hours or an associate degree
Author: Julie A. Edmunds
Publisher: Harvard Education Press
ISBN: 1682537609
Category : Education
Languages : en
Pages : 241
Get Book Here
Book Description
Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges—hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system. Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond. The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students. As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.
Author: Dianey Leal
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 0
Get Book Here
Book Description
Early college high schools (ECHSs) have been proposed as a high school reform solution to improve college access and success among underserved and underrepresented students in higher education; however, little to no research has centered the experiences of Latinx/a/o students in ECHS. In response, I used critical narrative methodology to better understand students' ECHS experiences in relation to college going. Specifically, through in-depth interviews with eight students in one ECHS in south Texas, I asked: How do Latinx/a/o students describe their early college high school (ECHS) experience? And what do Latinx/a/o ECHS students' experiences reveal about the factors that facilitate or hinder their college-going process? Based on students' experiences and reflections, I identified various factors that impacted their college-going process, which I organized into three major themes. Each of these themes represents experiences I found in students' stories, starting with their experiences as they transition from middle school to ECHS (Getting In), then on their adjustment to ECHS (Getting Through), and finally on their transition out of ECHS to a higher education institution (Getting Across). I used a temporal order to (re)tell participants' ECHS experiences as a way to acknowledge the past, present, and implied future of students. Grounded in the voices and experiences of students most affected by high school reforms like ECHS, I offer recommendations for policy, practice, and future research.
Author: Roni Louise Crow Rentfro
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The purpose of the study was to chronicle the beginnings of a South Texas Early College High School from theoretical, professional, and personal perspectives and to share stories and perspectives from a number of its participants. The Early College High School Initiative has attracted a great deal of attention due to preliminary indications of how significantly it can impact the college readiness of at-risk and underrepresented youth. These high school-college partnerships provide acceleration to college-readiness for primarily minority, low socio-economic students who are often the first in their immediate families to achieve a college degree (Berger, Adelman & Cole, 2010; Edmunds, Dallas, Bernstein, Glennie, Willse & Arshavsky, 2010). The study involved the telling of stories via the narrative inquiry (Connelly & Clandinin, 1990) research methodology. The approach allowed for the sharing of personal and professional experiences in opening an Early College High School with the inclusion of the perspectives of alumni of the school. The work necessarily involved the theory-practice-policy relationship. The mode of inquiry allowed the research questions to develop as the study progressed while sharing the reflections and analysis of the stories of the researcher and participants (Craig, 2003). As a result of the use of Cheryl Craig's story constellations approach, a story constellations figure (Craig, 2007b) was created to illustrate the "multiple contexts within which it [the knowledge] is created" (p. 178). The reflections and findings of this study were shared to attempt to clarify some of the multiple challenges of converting theoretical knowledge in the acceleration of at-risk, Hispanic, students from low socio-economic homes to college-readiness, provide insight into the complexity of such transitions, and to hearten those who contemplate such journeys by sharing stories from alumni about the impact on their lives to date.
Author: Julie A. Edmunds
Publisher: Harvard Education Press
ISBN: 9781682537596
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates the impacts of early colleges--hybrids that blend elements of secondary and postsecondary education. Authors Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. The authors demonstrate how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minoritized students, and first-generation college students. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education. "Edmunds and her coauthors have built a compelling case for why and how early colleges create a vision for transforming the American high school and its relationship to higher education. It is firmly grounded in years of rigorous research nationally and brought to life showing how students' experiences are positively impacted by practices and policies that weld and meld our fractured secondary and postsecondary systems." --Joel Vargas, vice president, Jobs for the Future Julie A. Edmunds is program director for Secondary School Reform at the SERVE Center at the University of North Carolina at Greensboro. Fatih Unlu is a senior economist and the director of the Labor, Workforce Development, and Postsecondary Education program at the RAND Corporation. Elizabeth J. Glennie is a senior research analyst in RTI International's Education Workforce Development division. Nina Arshavsky is a senior research specialist at the SERVE Center at the University of North Carolina at Greensboro.
Author: Derral L. Shelton
Publisher:
ISBN:
Category : College-school cooperation
Languages : en
Pages : 286
Get Book Here
Book Description
Author:
Publisher:
ISBN: 9780026957502
Category : Universities and colleges
Languages : en
Pages : 856
Get Book Here
Book Description
Author: Emilie Clucas Leaderman
Publisher: IAP
ISBN: 1648024823
Category : Education
Languages : en
Pages : 215
Get Book Here
Book Description
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Narratives on Becoming: Identity and Lifelong Learning, Volume Three of the series, explores a myriad of ways that authors’ personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions. Praise for: Narratives on Becoming: Identity and Lifelong Learning "The third volume in the I Am What I Become series, Narratives on Becoming: Identity and Lifelong Learning invites readers into the lives of educators from around the world. This book includes important narratives from students, secondary educators, and post-secondary educators alike, highlighting how race, class, gender, and a wide range of other intersectional identities shape the diverse lived experiences of educators and their students. This volume also serves as an important reminder for all of us that the learning process continues across a lifetime and transcends the limits of the traditional classroom." Brian Bicknell, President Manchester Community College "We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series." Ruthellen Josselson, Author Paths to Fulfillment: Women’s Search for Meaning and Identity "This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process." Jared D. Kass, Lesley University, Author, A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher Education
Author: David Cass
Publisher: Uvize, Inc.
ISBN: 0983886326
Category : Education
Languages : en
Pages : 196
Get Book Here
Book Description
This book offers academic strategies to help veterans transition from the structured military environment to the unstructured college environment and become self-reliant, successful students
Author: William G. Tierney
Publisher: SUNY Press
ISBN: 1438457235
Category : Education
Languages : en
Pages : 234
Get Book Here
Book Description
Examines how states, schools, and postsecondary institutions might best help improve college readiness and completion. Though more students are entering college, many drop out, especially those who are low income and/or of color. To address this problem, educational stakeholders have focused on the concept of college readiness, or the preparation a student needs to succeed in college. However, what it means to be college ready and how to help more students become ready are questions without clear answers. By way of historical and contemporary analyses, this book uses California as a case study to demonstrate how the state has endeavored to make postsecondary opportunity accessible for all students. The contributors also explore the challenges that remain and address what states and schools can do to improve college readiness and completion. This book adds important information to the debates and discussions around this critical topic. Caroline Sotello Viernes Turner, coeditor of Understanding Minority-Serving Institutions
