Traditional College Freshmen's Perceptions of Their Academic Transition Experiences from High School to College PDF Download
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Author: Shelley Ann Howell
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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Author: Shelley Ann Howell
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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Book Description
Author: David J. Stirrat
Publisher:
ISBN: 9781658412193
Category :
Languages : en
Pages :
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Book Description
Students raised in low-income households continue to trail the general student population in attainment of baccalaureate degrees. Despite considerable resources aimed at closing this gap, students among underrepresented minorities, first-in-their-family students, and low-income students are less likely to find success in college. As our educational system demands greater accountability in improving retention and graduation rates, there is a need for further quantitative and qualitative investigation of the path of low-income students. This study focuses on the perceptions these students have of their high school life and how well high school prepared them for postsecondary school/college. Participants were interviewed to share their individual experiences about high school and their college transition challenges. The initial hypothesis - students would identify a particular area of need - was not confirmed. Instead, I found a more general conclusion: that the many variables a student brings to his or her educational journey must each be addressed individually. The study produced several implications for high school and college, particularly that personal connection and powerful student stories must be addressed in the college environment to assist students in connecting with college and remaining in the program to degree objective.
Author: Laurie A. Schreiner
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072481
Category : Education
Languages : en
Pages : 225
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Book Description
When it was originally released, Thriving in Transitions: A Research-Based Approach to College Student Success represented a paradigm shift in the student success literature, moving the student success conversation beyond college completion to focus on student characteristics that promote high levels of academic, interpersonal, and intrapersonal performance in the college environment. The authors contend that a focus on remediating student characteristics or merely encouraging specific behaviors is inadequate to promote success in college and beyond. Drawing on research on college student thriving completed since 2012, the newly revised collection presents six research studies describing the characteristics that predict thriving in different groups of college students, including first-year students, transfer students, high-risk students, students of color, sophomores, and seniors, and offers recommendations for helping students thrive in college and life. New to this edition is a chapter focused on the role of faculty in supporting college student thriving.
Author: Krystal Leigh Peralez
Publisher:
ISBN:
Category :
Languages : en
Pages : 298
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Book Description
Early college high schools (ECHSs) are secondary institutions designed to aid students with the transition from high school to college and reduce the achievement gap for minority, low-income, and first-generation students (Early College High School Initiative, 2008; The Council of State Governments, 2009). Most ECHS research is quantitative and focused on student enrollment, academic success, and matriculation to college. Factors that influence the student transition from high school to college have not been examined (Kaniuka & Vickers, 2010). This study more closely examines gaps in research by exploring how both formal and informal mechanisms of support help ECHS graduates with their adjustment to college life. Utilizing a transition framework, this exploratory study responds to four major research questions: (1) To what degree did the support students receive while enrolled in an ECHS aid in their transition from high school to college? (2) In what ways did students feel prepared or not prepared for their experiences in college? (3) What aspects of the transition did students find most and least challenging? (4) What components of support provided students with an understanding of what they would experience once enrolled in college? A qualitative case study format was used, and participants interviewed were ECHS graduates who recently completed the first year at a four-year institution. Through their interviews, the participants revealed they received a significant amount of academic support that helped them with their transition to a four-year institution, but were lacking in the support and knowledge they needed to negotiate their personal and social transition. The results suggest potential new directions for research focused on the transition from ECHSs to four-year institutions and for the type and quality of support students who participate in accelerated learning experiences like the ECHS receive once they begin their studies at a four-year institution.
Author:
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 238
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Book Description
Author: Pamela W. Hollander
Publisher: Springer
ISBN: 9463009388
Category : Education
Languages : en
Pages : 106
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Book Description
The new U.S. national standards movement has pushed us at “warp speed” from Common Core curriculum standards to updated assessments for college readiness, but we have not fully examined what it means to be college ready. Why is it that roughly half of all high school students need remedial classes before being considered ready for college-level work? Current public policies aim to eliminate the need for remedial college classes by ratcheting up instruction and expectations at the K-12 level, but if we do not find out what these students are missing, how can we expect to be successful? For higher education scholars and practitioners and those generally interested in the future of college, this book helps tell a novel story about the transition to college, from the perspective of an experienced college professor. The first-year experience is conceptualized as a two-way relationship between students and colleges, involving introductions, resistance or acceptance, collaboration and exchange of ideas, and learning. There are both success stories and stories that end in a parting of ways. These stories show what college readiness really means and offer valuable insights about the academic, social, monetary and other forces that can overwhelm the typical college-bound student. Higher education scholars and professionals will benefit from these rich and detailed accounts as they help shape the landscape of 21st century college readiness.
Author: Terence Hicks
Publisher: Rowman & Littlefield
ISBN: 0761864792
Category : Education
Languages : en
Pages : 176
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Book Description
High School to College Transition Research Studies offers two uniquely designed sections that provide a mixture of quantitative and qualitative research findings surrounding a diverse group of college students. This ground-breaking book by Terence Hicks and Chance W. Lewis provides the reader with valuable findings on topics such as student/faculty interactions, academic/social integration, and college preparation.
Author: Samantha Galanes
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 546
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Author: Cynthia Ann Stanley
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 220
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