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Author: Frankie Jo Lizar
Publisher:
ISBN:
Category : High school student orientation
Languages : en
Pages : 302
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Book Description
The purpose of this study was to examine teacher, student, and parent perceptions of the high school transition program within a Freshman Academy at one Midwest high school using a mixed-methods approach with a convergent design. Interviews were done with teachers that teach primarily freshman students, and perception surveys were used with teachers, students, and parents to answer the following research questions: a) How do freshman teachers believe the Freshman Academy interventions influence students' successful transition into high school? b) What are staff's perceptions of the Freshman Academy in preparing students for success in high school? c) What are students' perceptions of the Freshman Academy in preparing them for success in high school? and, d) What are parents' perceptions of the Freshman Academy in preparing their students for success in high school? The data was used to determine which supports participants believed were most effective in keeping students on track towards graduation at this Midwest high school. Summary statements focused on the importance of positive relationships between students and adults, and recommendations from the study focus on increased community building and building structures for increased student accountability.
Author: Frankie Jo Lizar
Publisher:
ISBN:
Category : High school student orientation
Languages : en
Pages : 302
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Book Description
The purpose of this study was to examine teacher, student, and parent perceptions of the high school transition program within a Freshman Academy at one Midwest high school using a mixed-methods approach with a convergent design. Interviews were done with teachers that teach primarily freshman students, and perception surveys were used with teachers, students, and parents to answer the following research questions: a) How do freshman teachers believe the Freshman Academy interventions influence students' successful transition into high school? b) What are staff's perceptions of the Freshman Academy in preparing students for success in high school? c) What are students' perceptions of the Freshman Academy in preparing them for success in high school? and, d) What are parents' perceptions of the Freshman Academy in preparing their students for success in high school? The data was used to determine which supports participants believed were most effective in keeping students on track towards graduation at this Midwest high school. Summary statements focused on the importance of positive relationships between students and adults, and recommendations from the study focus on increased community building and building structures for increased student accountability.
Author: Andrea Lee Foggie
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 334
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Book Description
Many researchers focus on the structure of small learning communities called “freshman academies” to identify transition strategies that impact student attendance, behavior, and academic achievement. The purpose of this study was to identify the freshman transition strategies high school and feeder middle school administrators perceive impact student attendance, behavior, and academic achievement. Identifying the perceived transition strategies from high school administrators and feeder middle school administrators could inform districts of the research foundation and professional development needed for the implementation of impactful transition strategies to help all students successfully transition from middle to high school. This study explored transition problems from middle to high school; essential components related to attendance, behavior, and academic achievement; and successful transition programs. Qualitative data were collected from face-to-face interviews using open-ended questions and were analyzed by the researcher to identify emerging themes. Several themes emerged from the data that helped identify the transition strategies high school and feeder middle school administrators perceived impact student attendance, behavior, and academic achievement. The study provided a connection between related literature and the study’s findings. The study’s findings indicated that high school administrators perceived summer transition camps, clear and consistent communication, and providing students with support from trusted adults impact student transition related to student attendance, behavior, and academic achievement. Middle school administrators perceived having advisory to communicate expectations, positive reinforcement, and strong instruction prepares students for the transition from middle to high school.
Author: Samantha Galanes
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Book Description
Author: Shelley Ann Howell
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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Book Description
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: Kenneth J. Burhanna
Publisher: Bloomsbury Publishing USA
ISBN: 1610691296
Category : Language Arts & Disciplines
Languages : en
Pages : 253
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Book Description
How can libraries and librarians across the educational continuum work together to support student transitions from high school to college, utilizing free or low-cost resources? This book supplies the answers. Informed Transitions: Libraries Supporting the High School to College Transition identifies the ways in which libraries and librarians can work together and create valuable resources that help students transition successfully to college—despite the challenges of increasing demand and diminishing resources. The book is organized into three sections: background, expectations, and skills; conversations and collaborations; and programs and resources. Section 1 establishes a foundational understanding of the libraries' role in supporting college transitions. Section 2 shares model conversations that move this work forward, stressing its collaborative nature. The third section highlights some well-established programs and resources that effectively support high school to college transitions. Practical information is provided throughout, pinpointing what high school students need to know to smoothly transition to college, spotlighting the expectations of college professors, and discussing audience-specific methods of working with students at the high school and college levels.
Author: Cheryl Rose Kmiec
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
A total of 67 people participated in this study. Along with the collection of archival data, 12 interviews, 13 focus groups, and 22 observations were conducted throughout a three-week period from April to May 2007. From these data, three cases were created to describe participants' perceptions on how the implementation of their freshman academy might have helped students transition to high school. Overall, my study suggests that freshman academies may help to personalize the high school experience when initiatives are completely implemented. Many freshman academy initiatives are difficult to put into practice and are only perceived to be truly effective and beneficial in helping students make the transition to high school when they are fully operational.
Author:
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 250
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Book Description
Author: Cherrie Wells
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Since Dr. George Stern first coined the phrase The Freshman Myth in 1966, there have been numerous studies regarding university transition. The focuses of these studies have ranged from students' academic expectations, impact of instructors and implementation of orientation and retention programs. Further, widening university access has resulted in a much more diverse student population. A more diverse student population, coupled with a global economy in need of a well-educated workforce highlighted the importance of universities responding to the successful transition and retention of first-year students. Students' academic expectations and experiences factor largely in students' transition experience. Therefore, the purpose of this study was to explore how the research participants initially formed their academic expectations and how, due to both positive and negative academic experiences, they re-evaluated and adjusted these academic expectations. This cyclical process, based on one's academic experiences, of forming and re-forming academic expectations was not addressed in the literature. Since there were few studies regarding the complex factors influencing transition to university from the students' perspective, this study utilized a qualitative case study approach. Over the course of their first two years of study, seven participants were interviewed on three different occasions. Based on the findings, students continue to have significant misconceptions regarding university-level academic expectations, required study skills, and the impact of their instructors. It is posited that if accurate information and positive experiences do not clarify these misconceptions, students may disengage and withdraw from university. This study makes a number of recommendations for potential university students, high schools, and instructors and universities to support and facilitate a more successful transition experience.
Author: Sherry Grier Veasey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 248
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Book Description
This dissertation was designed to identify and describe the impact a freshman academy has on high school transition for ninth-grade students at a rural high school in western North Carolina. This case study investigated the problems ninth graders encounter as they transition from middle school to high school. The study examined student achievement, student attendance, and the graduation rate in an effort to determine whether a freshman academy at the high school helped students transition successfully. -- The transition to high school may be difficult for some students because of the countless changes they are experiencing as adolescents. The high school in this study was located in a rural western town in North Carolina and identified the ninth-grade class as the class with the most struggling students. In an effort to help students transition successfully to high school, a freshman academy was implemented. -- This qualitative study consisted of interviews with the principal, assistant principal, guidance counselor, and teachers in the freshman academy. Additional data was collected from high school principals in the district with freshman academies to determine strategies implemented for freshman academies in the school district. Focus group interviews were conducted with teachers in the academy. A central office person was also interviewed. A survey was conducted with teachers to ascertain their perceptions of the freshman academy since the implementation. -- Interview data was collected, transcribed, analyzed, and reported in a narrative format according to themes and research questions. Survey data was collected, analyzed, and reported in a frequency table. Data from interviews, archival data, and the survey were triangulated to validate the findings for the study. -- An analysis of the data revealed the freshman academy at the high school did not impact student achievement, student attendance, or the graduation rate. The data did reveal there was an impact on student motivation, students' attitudes toward school, and the school culture. Students participated in the learning process by interacting with their peers. Teachers used various instructional strategies including technology to help motivate students. Students enjoyed positive relationships with their teachers. School-wide expectations and teacher collaboration contributed to the culture of the school.
