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Journal articles on the topic 'Canberra College of Advanced Education'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

Day, Maxwell F. C., Maxwell J. Whitten, and Don P. A. Sands. "Douglas Frew Waterhouse, C.M.G. 3 June 1916 – 1 December 2000." Biographical Memoirs of Fellows of the Royal Society 48 (January 2002): 459–81. http://dx.doi.org/10.1098/rsbm.2002.0027.

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Doug Waterhouse was a renowned entomologist, a fine scientist and an accomplished administrator. He worked within the Commonwealth Scientific Industrial Research Organisation (CSIRO) Division of Entomology for over 60 years, and was its Chief for 21 years until his retirement in 1981. Doug was responsible for many developments in insect and weed control, both in Australia and around the globe, especially in developing countries across Asia and the Pacific. He not only guided the Division to international prominence, but was also an ardent humanitarian whose work had beneficial effects in many neighbouring countries. Much of his ‘public good’ work was done as an Honorary Fellow (1981–2000). As well as his extensive entomological interests, Doug was active in other areas such as education and community services. He was the foundation Chairman of the Canberra College of Advanced Education and continued as Chancellor when it became the University of Canberra.

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Lipman, Jonathan N. "Islam in Traditional China: A Short History to 1800. By Donald Daniel Leslie. Canberra: Canberra College of Advanced Education, 1986. xii, 247 pp. Illustrations, Notes, Appendixes, Glossaries, Bibliography. N.p." Journal of Asian Studies 46, no. 4 (November 1987): 906–8. http://dx.doi.org/10.2307/2057111.

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Loewe, Michael. "The Chinese-Hebrew Memorial Book of the Jewish Community of K'aifeng. By Donald Daniel Leslie. pp. xliv, 368, illus. Belconnen, ACT 2616, Canberra College of Advanced Education, 1984. A$20.00." Journal of the Royal Asiatic Society of Great Britain & Ireland 118, no. 1 (January 1986): 167. http://dx.doi.org/10.1017/s0035869x00139796.

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4

Van Rooijen, L. "Advanced students' adaptation to college." Higher Education 15, no. 3-4 (May 1986): 197–209. http://dx.doi.org/10.1007/bf00129211.

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5

Kettler, Todd, and Luke T. Hurst. "Advanced Academic Participation." Journal for the Education of the Gifted 40, no. 1 (February 17, 2017): 3–19. http://dx.doi.org/10.1177/0162353216686217.

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Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time ( d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.

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6

Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.

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Evans, Brent J. "How College Students Use Advanced Placement Credit." American Educational Research Journal 56, no. 3 (November 13, 2018): 925–54. http://dx.doi.org/10.3102/0002831218807428.

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Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree.

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Potts, Anthony, Debra Edwards, and David Smith. "Disciplinary cultures in an Australian college of advanced education." Journal of Educational Administration and History 42, no. 4 (November 2010): 383–403. http://dx.doi.org/10.1080/00220620.2010.514042.

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9

O'NEILL, A., and R. WELLARD. "LEADERSHIP AND ACADEMIC GOVERNANCE IN A COLLEGE OF ADVANCED EDUCATION." Journal of Educational Administration 24, no. 1 (January 1986): 122–34. http://dx.doi.org/10.1108/eb009913.

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KAWAHARA, Hiroharu. "Education of Advanced Biotechnologists of Kitakyushu National College of Technology." Journal of JSEE 55, no. 3 (2007): 57–60. http://dx.doi.org/10.4307/jsee.55.3_57.

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Dean, Rebecca J., and Lorraine Dagostino. "Motivational Factors Affecting Advanced Literacy Learning of Community College Students." Community College Journal of Research and Practice 31, no. 2 (January 17, 2007): 149–61. http://dx.doi.org/10.1080/10668920600859657.

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12

Kolluri, Suneal. "Advanced Placement: The Dual Challenge of Equal Access and Effectiveness." Review of Educational Research 88, no. 5 (July 18, 2018): 671–711. http://dx.doi.org/10.3102/0034654318787268.

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The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school. The curriculum was initially designed for “superior” students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to offer effective college preparation while expanding beyond the populations it was initially designed to serve. This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework. Assessing whether these barriers can be overcome, however, demands new approaches to AP research.

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Burton, W. G., J. S. Holman, G. M. Pilling, and D. J. Waddington. "Salters Advanced Chemistry: A Revolution in Pre-College Chemistry." Journal of Chemical Education 72, no. 3 (March 1995): 227. http://dx.doi.org/10.1021/ed072p227.

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14

Lucas, Timothy A., and Joseph Spivey. "A Transition Course from Advanced Placement to College Calculus." PRIMUS 21, no. 5 (July 2011): 417–33. http://dx.doi.org/10.1080/10511970903261431.

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Jett, Noel, and Anne N. Rinn. "Radically Early College Entrants on Radically Early College Entrance: A Heuristic Inquiry." Journal for the Education of the Gifted 42, no. 4 (September 27, 2019): 303–35. http://dx.doi.org/10.1177/0162353219874430.

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Although acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Furthermore, a large portion of this research pertained to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (3 or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, although more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.

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Johnson, Ronald, Craig W. Johnson, Suvendra Vijayan, Devadatta Tata, and Ramon Villegas. "Diagnosis, Prescription, Intervention, Evaluation, Advanced Academic Training, and College Student Success." Journal of College Student Retention: Research, Theory & Practice 22, no. 4 (June 25, 2018): 699–720. http://dx.doi.org/10.1177/1521025118779803.

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The Personal Background Preparation Survey (PBPS) identifies students at risk for academic nonadvancement. Uniquely, the PBPS produces individualized reports making evidence-based risk-specific recommendations prescribing interventions targeting students’ empirically identified risk indicators. At a large southwestern health sciences community college, after baseline PBPS administration among 409 diverse first-semester-fall 2010 students, fall 2011 PBPS administration helped target PBPS-individualized interventions among 618 first-semester-fall 2011 students. Group-oriented Advanced Academic Training (AAT) workshops augmented PBPS-targeted individualized interventions among 1,183 additional first-semester students during fall 2012 and fall 2013. AAT participants practiced a daily self-testing retrieval regimen to reduce PBPS-identified cognitive processing, information-, and time-management risk indicators. Controlling PBPS risk level, underrepresented minority status, and gender as covariates, first-semester student nonadvancement rate decreased from baseline’s 42.3% and PBPS-individualized interventions’ 41.4% to 16.2% and 11.6% postAAT ( p < .001), respectively. AAT was designed to reduce primarily higher risk student nonadvancement; yet, retention gains did not differ significantly across risk levels, underrepresented minority students status, and gender.

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17

Mackay, Graham. "Graduate Survey of Teachers from the Armidale College of Advanced Education." South Pacific Journal of Teacher Education 18, no. 1 (January 1990): 55–64. http://dx.doi.org/10.1080/0311213900180107.

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18

Taylor, Jason L., and Rui Yan. "Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas." education policy analysis archives 26 (October 1, 2018): 123. http://dx.doi.org/10.14507/epaa.26.3647.

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Accelerated programs (concurrent enrollment and Advanced Placement) are expanding across the US, yet there is little evidence on the relationships between participation in different accelerated programs, standards-based concurrent enrollment programs (e.g., accredited programs), and educational outcomes. This study used data from a cohort of Arkansas high school graduates and school-level fixed effects to assess how different accelerated programs predict students’ likelihood of enrolling in and being retained in an Arkansas college. We found that participation in concurrent enrollment and Advanced Placement predicts college access and college retention. However, we found no differences in college access and retention based on whether students participated in a NACEP-accredited concurrent enrollment program or not. The results suggest the need to expand access to both concurrent enrollment and Advanced Placement and the need for more research on standards-based concurrent enrollment programs such as those that are NACEP-accredited.

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Meyer, Melanie S., Jeff Cranmore, Anne N. Rinn, and Jaret Hodges. "College Choice: Considerations for Academically Advanced High School Seniors." Gifted Child Quarterly 65, no. 1 (September 10, 2020): 52–74. http://dx.doi.org/10.1177/0016986220957258.

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When choosing a college, high school students and those who guide them through the process must consider the complex interactions between student-level and institution-level variables in order to achieve an optimal person–environment fit. Ten academically advanced high school students who had chosen and committed to attending a college participated in semistructured interviews in which they rank-ordered and discussed the college choice considerations they used in the decision-making process. This qualitative study describes six themes that were identified across participants. The college-going identity of these academically advanced students was influenced by pressure to attend a highly selective school, social comparisons, and early career exploration opportunities. Additionally, when evaluating institution characteristics, these academically talented high school seniors questioned the relationship between quality, cost, and prestige, appreciated flexible learning options, and sought opportunities for immersion in a domain.

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20

Lamal, P. A. "College Students' Misconceptions about Behavior Analysis." Teaching of Psychology 22, no. 3 (October 1995): 177–80. http://dx.doi.org/10.1207/s15328023top2203_3.

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Contrary to expectation, advanced undergraduates held few misconceptions about behavior analysis. Only 3 of 13 misconceptions were widely held. Those 3 misconceptions, however, were resistant to change; a one-semester Introduction to Behavior Modification course did little to change them.

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21

Barron, Kenneth E., and Judith M. Harackiewicz. "Revisiting the benefits of performance-approach goals in the college classroom: exploring the role of goals in advanced college courses." International Journal of Educational Research 39, no. 4-5 (January 2003): 357–74. http://dx.doi.org/10.1016/j.ijer.2004.06.004.

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22

Delicath, Timothy A. "The Influence of Dual Credit Programs on College Students' Integration and Goal Attainment." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (February 2000): 377–98. http://dx.doi.org/10.2190/1yud-y451-6yed-81xn.

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This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation.

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Nurnberg, Hugo, and Thomas F. Schaefer. "Integrative Case in Advanced Accounting." Issues in Accounting Education 25, no. 2 (May 1, 2010): 323–29. http://dx.doi.org/10.2308/iace.2010.25.2.323.

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ABSTRACT: This instructional resource case presents an integrative approach to developing critical thinking and problem solving skills in the areas of partnership accounting and consolidated financial statements, including financial reporting for companies under common control—two subjects typically studied independently. The case shows that, in the presence of related-party transactions, a conventional partnership income statement may not be useful for assessing either the reasonableness of partnership income distributions or partnership profitability. The case enhances critical thinking by requiring the student to seek an alternative financial reporting solution to a related-party transaction of entities under common control typically not addressed in textbooks and college courses on advanced financial accounting. It can also be expanded to show how accounting may play a role in confronting ethical issues among partners.

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Ma, Hong Kui. "The Development and Application of Management System for College P.E Education." Advanced Materials Research 926-930 (May 2014): 4653–56. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4653.

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As the development of the advanced information and computer science, the information processing and information management systems are widely introduced into the campus, which assist the process of the education. In the P.E education, the traditional education management is relied on the handed records which can hardly be used for the advanced analysis to promote the teaching and training. This nature in this new-coming century is changing by the modern information processing and management method. However, for the college P.E teaching and training, the teaching management system is lack. To solve this problem this paper proposed a novel P.E education manage system developed by us, this management system has been applied in our college the performance of this system for promoting the education process and enhancing the quality of the education has been demonstrated.

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25

Fazlul, Ishtiaque, Todd Jones, and Jonathan Smith. "College Credit on the Table? Advanced Placement Course and Exam Taking." Economics of Education Review 84 (October 2021): 102155. http://dx.doi.org/10.1016/j.econedurev.2021.102155.

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Rosati, Jerel A. "Assessing the Advanced Placement Program in American Politics." Political Science Teacher 2, no. 4 (1989): 17–19. http://dx.doi.org/10.1017/s0896082800000830.

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The Advanced Placement (AP) program has been growing rapidly in the last decade. In 1987, a new AP program was begun in American Government and Politics and its impact is beginning to be felt in high schools and colleges across the country. However, there has been no objective assessment of the program communicated and discussed throughout the political science community.To begin—what is the AP program? The Advanced Placement program offers the equivalent of introductory college courses which may lead to college credit upon satisfactory performance on an AP exam. The AP program is administered by the College Board which contracts with the Educational Testing Service (ETS) to operate the AP examinations. “About 31 percent of American secondary schools currently participate, serving approximately 17 percent of their college-bound students in this way. This use, by both schools and students, has been growing steadily in recent years” (Guide to the AP Program, 1986, p. 4).The College Board highlights the positive aspects of the AP program for learning, education, and all concerned—students, teachers, and administrators. AP programs are considered part of society's effort to revitalize the educational system in the United States, especially in high schools and higher education. The quality and implications of the AP program are all positively portrayed. Yet, the implementation of the AP program has not been closely examined and publicly discussed.

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Xu, Di, Sabrina Solanki, and John Fink. "College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation." American Educational Research Journal 58, no. 5 (March 3, 2021): 954–92. http://dx.doi.org/10.3102/0002831221991138.

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This article documents the patterns of White-Black and White-Hispanic enrollment gaps in Advanced Placement (AP) and Dual Enrollment (DE) programs across thousands of school districts in the United States by merging several data sources. We show that the vast majority of districts have racial enrollment gaps in both programs, with wider gaps in AP than DE. Results from fractional regression models indicate that geographic variations in these gaps can be explained by both local and state factors. We also find that district-level resources and state policies that provide greater access to AP and DE are also associated with wider racial enrollment gaps, implying that greater resources may engender racial disparity without adequate efforts to provide equitable access and support for minority students.

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Kolluri, Suneal. "Rigor restricted: Unequal participation in advanced placement." Phi Delta Kappan 102, no. 4 (November 23, 2020): 30–34. http://dx.doi.org/10.1177/0031721720978059.

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Although participation in Advanced Placement programs has been expanding rapidly across the United States, participation among marginalized students generally, and boys of color in particular, has remained lower than for other students. In his observations at an urban high school, Suneal Kolluri found that, if they were going to put in the work required in these classes, Black and Latino boys needed to feel connected to the teachers and the curriculum. Some signed up for AP classes because they liked the teachers, but when they got the impression that those teachers didn’t believe in them, they disengaged. In addition, they didn’t see the value of the content presented in AP classes. Although teachers and counselors tried to motivate them by explaining that it would prepare them for college, the students were unconvinced that they needed this help.

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Evans, Colleen A., Rong Chen, and Ryan P. Hudes. "Understanding Determinants for STEM Major Choice Among Students Beginning Community College." Community College Review 48, no. 3 (June 5, 2020): 227–51. http://dx.doi.org/10.1177/0091552120917214.

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Objective: This study explored how high school and postsecondary academic parameters may relate to the choice of science, technology, engineering, and mathematics (STEM) major for students beginning their postsecondary education at community colleges. Our study incorporated these two clusters of factors into a statistical model to examine STEM major choice in community colleges. In particular, our study was one of the first to examine the direction and magnitude of the relationship between earned college credits in science laboratories and advanced mathematics and STEM college major selection. Method: We analyzed national data from the Education Longitudinal Study (2002) for students who were in 10th grade in 2002, entered community college as their first postsecondary institution, and declared a college major by 2006. A comprehensive integrated model was analyzed through binary logistic regression with the outcome variable of choice of STEM major or not. Results: We found math self-efficacy in high school, postsecondary introductory science laboratory courses, and postsecondary advanced mathematics courses were each positively associated with the choice of STEM major among community college students. Gender continues to be influential, with women less likely to pursue STEM than men. Contributions: Our study highlights the opportunities the science laboratory holds for engaging beginning community college students interested in STEM fields. The linchpin role of mathematics and science for students aspiring to study STEM is underscored by the findings of this study.

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Arceňo, Rose A. "MOTIVATIONS AND EXPECTATIONS OF GRADUATE STUDENTS OF THE COLLEGE OF ADVANCED EDUCATION (CAEd)." PEOPLE: International Journal of Social Sciences 4, no. 1 (March 21, 2018): 239–56. http://dx.doi.org/10.20319/pijss.2018.41.239256.

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FUKUOKA, Hidekazu. "Advanced Course of College of Technology and its Role in Higher Engineering Education." Journal of the Society of Mechanical Engineers 101, no. 960 (1998): 797–98. http://dx.doi.org/10.1299/jsmemag.101.960_797.

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32

Tian, Guijuan. "How to Integrate Ideological and Political Education into Mathematics Course of Vocational Education." Journal of Educational Theory and Management 4, no. 1 (May 20, 2020): 51. http://dx.doi.org/10.26549/jetm.v4i1.2496.

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With the increasing enrollment of general higher vocational colleges every year, the inconsistency between the knowledge level and ability of the enrolled students and ideological and political education hinders the realization of the teaching purpose of the school to a great extent. Advanced mathematics is a compulsory basic course for college students and an important subject for realizing the teaching purpose. In order to achieve the teaching purpose and improve the teaching quality and level of mathematics in higher vocational colleges, we must deepen the reform of teaching contents in advanced mathematics courses in colleges, and integrate mathematical knowledge with ideological and political education organically, giving full play to the teaching characteristics of advanced mathematics courses while fulfilling the ideological and political education for students. Moreover, ideological and political education is also combined with interactive advantages by means of interactive teaching. This paper briefly discusses how to integrate advanced mathematics course with ideological and political education. By analyzing the actual teaching cases of ideological and political education and advanced mathematics courses, the content of classroom teaching is discussed.

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Meyer, Melanie S., and Jeff Cranmore. "Supporting the information gathering practices of academically advanced college‐bound students." Psychology in the Schools 57, no. 7 (March 28, 2020): 1057–76. http://dx.doi.org/10.1002/pits.22372.

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Herr, Norman Edward. "National curricula for advanced science classes in American high schools? The influence of the College Board's Advanced Placement Program on science curricula." International Journal of Science Education 15, no. 3 (May 1993): 297–306. http://dx.doi.org/10.1080/0950069930150307.

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Klopfenstein, Kristin, and Kit Lively. "Do Grade Weights Promote More Advanced Course-Taking?" Education Finance and Policy 11, no. 3 (July 2016): 310–24. http://dx.doi.org/10.1162/edfp_a_00182.

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When calculating class rank, high schools often give additional weight to grades earned in College Board Advanced Placement (AP) courses as an incentive for students to take hard courses. This paper examines changes in student course-taking behavior after an increase in AP grade weights at Texas high schools. We find that raising the magnitude of the AP grade weight in schools already using weights has a small impact that is limited to white students who are not eligible for free or reduced-price lunch (FRPL). When schools introduce grade weights for the first time, the impact is large and widespread with the probability of taking an AP course increasing by 3 to 12 percent and the number of AP courses taken increasing by 0.13 to 0.95 standard deviations. Impacts are largest among students who are not FRPL eligible.

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Zolman, James F., and Cobern E. Ott. "STUDENTS’ COLLEGES AND ACHIEVEMENT IN AN ADVANCED COURSE." Advances in Physiology Education 26, no. 4 (December 2002): 282–87. http://dx.doi.org/10.1152/advan.00039.2001.

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The aim of the present study was to determine whether a significant relationship exists between a student’s college (Allied Health, Arts and Science, Education, and Graduate School) and achievement in an advanced-level course in human physiology (PGY 412G). The mean percentage of correct answers on four multiple-choice tests, collectively totaling 400 points, was used to assess each student’s performance. A four (college)-by-three (academic year) analysis of variance was used for statistical comparisons among 660 students enrolled in PGY 412G from the fall semester of 1995 through the spring semester of 1998. Subsequent pairwise comparisons tests found that the College of Education students had a significantly lower mean percentage of correct answers (61%) compared with students in each of the other colleges ( P < 0.001). No significant differences in percentage scores were found among students enrolled in Allied Health (78%), Arts and Science (78%), or the Graduate School (77%). Also, percentages of correct answers averaged across all students were significantly lower during the 1997–1998 academic year than those in either the 1996–1997 year ( P < 0.001) or the 1995–1996 year ( P < 0.05). Students’ scores during these two earlier years did not differ significantly. Upward letter grade adjustments based on class distributions were made each semester, and more As and Bs and fewer Cs and Ds were given as course grades than expected from an absolute assessment scale. This grade inflation benefited low-scoring students from all colleges, particularly those students enrolled in the College of Education. To improve the understanding of human function of these low-scoring students may require special educational programs.

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Bryan, Julia, Raquel Farmer-Hinton, Anita Rawls, and Chenoa S. Woods. "Social Capital and College-Going Culture in High Schools: the Effects of College Expectations and College Talk on Students' Postsecondary Attendance." Professional School Counseling 21, no. 1 (January 2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-21.1.95.

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Using the Education Longitudinal Study of 2002, we examined the probability of students attending college by taking into account their 10th- and 12th-grade exposure to college expectations from and college-related interactions with school staff. Our results suggest that college expectations and college-related interactions with their school counselors, teachers, and coaches had a modest impact on students' odds of enrolling in college, considering the large impact of taking advanced courses and completing college admissions tests.

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Dickey, Edwin M. "Brief Reports: A Comparison of Advanced Placement and College Students on a Calculus Achievement Test." Journal for Research in Mathematics Education 17, no. 2 (March 1986): 140–44. http://dx.doi.org/10.5951/jresematheduc.17.2.0140.

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The articulation of secondary school and college mathematics is a critical problem facing educators today (National Council of Teachers of Mathematics, 1980; Staff, 1984). The placement in college mathematics courses of students who have taken calculus in secondary school is an especially critical and difficult task. Calculus can be taught at various levels, and its subject matter components can receive varying degrees of emphasis. The Advanced Placement (AP) program attempts to provide a uniform and high-quality calculus course for secondary school students by publishing a detailed course syllabus, encouraging special training for AP instructors, and administering an examination that validates a student's AP Calculus experience (College Entrance Examination Board, 1984). Nonetheless, some evidence suggests that AP Calculus students have difficulty earning advanced placement and credit for the calculus they learned in secondary school (Lefkowitz, 1971; Neatrour & Mullenex, 1973; Pocock, 1974; Rash, 1977; Sklar, 1980; Sorge & Wheatley, 1977). One reason for this difficulty may be that AP Calculus students are not achieving at the same level as college students.

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Dickey, Edwin M. "A Comparison of Advanced Placement and College Students on a Calculus Achievement Test." Journal for Research in Mathematics Education 17, no. 2 (March 1986): 140. http://dx.doi.org/10.2307/749259.

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40

Byo, James L., and Amanda L. Schlegel. "Effects of Stimulus Octave and Timbre on the Tuning Accuracy of Advanced College Instrumentalists." Journal of Research in Music Education 64, no. 3 (August 20, 2016): 344–59. http://dx.doi.org/10.1177/0022429416662451.

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The purpose of this study was to test the effects of octave and timbre on advanced college musicians’ ( N = 63) ability to tune their instruments. We asked: “Are there differences in tuning accuracy due to octave (B-flat 2, B-flat 4) and stimulus timbre (oboe, clarinet, electronic tuner, tuba)?” and “To what extent do participants’ posttuning perceptions of pitch accuracy align with actual pitch accuracy?” Participants were organized according to octave played in the tuning process, thus forming bass, tenor, and soprano groups. Results showed no significant effect due to group and no significant differences due to stimulus. There was no difference in the distribution of in-tune, sharp, and flat responses. Comparisons of participants’ performance accuracy and posttuning perceptions of task difficulty were favorable to the electronic tuner’s viability as a tuning stimulus and less so to the tuba stimulus. Participants’ responses to “describe how you know you are out of tune” and “describe the strategies you use to get in tune” brought to the foreground two observations of conceptual importance: tuning as four different and sometimes overlapping “experiences” and a self-imposed comparative strategy. Considered alongside previous research, results address developmental aspects of musicians’ tuning performance.

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Rinn, Anne N., and Jonathan A. Plucker. "High-Ability College Students and Undergraduate Honors Programs: A Systematic Review." Journal for the Education of the Gifted 42, no. 3 (June 22, 2019): 187–215. http://dx.doi.org/10.1177/0162353219855678.

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Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various cognitive and psychosocial factors influence achievement among high-ability college students and that honors programming leads to positive student outcomes. The findings are discussed in light of the need for an understanding of high-ability college students and postsecondary honors education.

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Bo, Jian Zhu, Shao Qing Yang, and Zhi Guo Liu. "Application of Multimedia Teaching in Psychological Health Education of College Students." Advanced Materials Research 271-273 (July 2011): 1459–62. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1459.

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With the coming of 21 century ,the need of developing multimedia courseware in psychological health education of college students arises which also meet the need of reform and further development of this field. However, there exists many unresolved problems which suggests that appropriate use of multimedia course ware is necessary . Recently, due to pressure from study , life , future employment , fierce competition in society , broke off the family ,some of the students tend to have mental problems such as obsessive--compulsive inclination , anxiety , distress , depression inconfidence etc. emerged in college students and they even take some extreme behaviors such as suicide murder . Mental heath of the college students become a significant issue highly concerned by school and the society . As to how to create an effective way for emotional health education prevent and solve the mental problems in college students , enhance their capability to let out emotional problems become an urgent issue confronting the professional psychological health education . Compared with traditional method , the advanced approach armed with multimedia , not only presents the updated educational concept and theory but also meet the demand to develop the modernized individual who is equipped with creative spirits , healthy physically and mentally and armed with practical skills . E--learning provide a new way for education reform, so the psychological health school should and will develop with the advanced technology.

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Gasparini, Fay, and Malcolm Vick. "Place (Material, Metaphorical, Symbolic) in Education History: The Townsville College of Advanced Education Library Resource Centre, 1974–1981." History of Education 37, no. 1 (January 2008): 141–62. http://dx.doi.org/10.1080/00467600701607916.

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Judson, Eugene, Nicole L. Bowers, and Kristi Glassmeyer. "Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices." Journal for the Education of the Gifted 42, no. 3 (June 19, 2019): 243–65. http://dx.doi.org/10.1177/0162353219855679.

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Although several studies have reported Advanced Placement (AP) growth, little attention has been paid to school- and classroom-level strategies that encourage students to enroll into AP courses and complete AP exams. This study focused on determining goals emphasized, and strategies used, by science and math teachers ( N = 143). Results indicated teachers believe the greatest value of AP is in providing college-type experiences and boosting subject confidence; they place less importance on goals of students earning passing scores and improving college admission chances. Comparison based on school socioeconomic status indicated Title I teachers view AP as having greater value and are significantly more likely to require students to complete AP exams than non-Title I teachers. Title I teachers used twice the amount of strategies to convince students to complete AP exams. Interestingly, more than one third of the teachers enticed students by waiving final exams in lieu of completing AP exams.

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Attewell, Paul, and Thurston Domina. "Raising the Bar: Curricular Intensity and Academic Performance." Educational Evaluation and Policy Analysis 30, no. 1 (March 2008): 51–71. http://dx.doi.org/10.3102/0162373707313409.

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Using national transcript data, the authors examine inequality in access to an advanced curriculum in high school and assess the consequences of curricular intensity on test scores and college entry. Inequalities in curricular intensity are primarily explained by student socioeconomic status effects that operate within schools rather than between schools. They find significant positive effects of taking a more intense curriculum on 12th-grade test scores and in probabilities of entry to and completion of college. However, the effect sizes of curricular intensity are generally modest, smaller than advocates of curricular upgrading policies have implied.

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Wood, Mary R. "An Advanced Writing Requirement for Psychology Majors: Lessons for Faculty." Teaching of Psychology 23, no. 4 (December 1996): 243–45. http://dx.doi.org/10.1207/s15328023top2304_12.

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The Psychology Department at Saint Mary's College involves all faculty and students in the process of writing by requiring students to demonstrate an advanced writing proficiency within the major. Fulfillment of this requirement involves many paper-writing assignments that are evaluated by course instructors and outside readers. Hence, writing occupies a more important role in the major, and student writing is more consistently high in quality than before the requirement was instituted. In this article, I discuss the effects of this writing requirement on the Psychology Department's faculty and students.

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Liao, Thomas T. "Pre-College Technology Education and Instructional Technology: Preparing Students for the Workplace." Journal of Educational Technology Systems 20, no. 2 (December 1991): 157–66. http://dx.doi.org/10.2190/3rh4-cqw4-t0wc-cghu.

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Two technology education programs are reviewed to determine how well they are designed to prepare students for the workplace or engineering careers. A list of workplace related functional skills is used as evaluation criteria for the assessment. Another aspect of this review concerns how contextual learning has been implemented. Both programs were judged to contain instructional activities that use advanced technology effectively to prepare students for the workplace or college. These programs are also excellent models of how to help students learn concepts and skills via real-world problems and examples.

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Warne, Russell T., Gerhard Sonnert, and Philip M. Sadler. "The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest." Educational Researcher 48, no. 2 (March 2019): 101–11. http://dx.doi.org/10.3102/0013189x19825811.

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Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics) career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergraduates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM. After controlling for covariates, the strongest effect ( d = 0.13) showed that students who took AP Calculus had a modestly higher career interest in engineering and mathematics/computer science. However, the relationship between most AP mathematics courses and most STEM career outcomes was negligible. Most differences in outcomes between AP and non-AP students are likely due to preexisting differences between the two groups.

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Tsai, Jo Peng, Rong Shean Lee, and Yen Zen Wang. "University/College Cooperation in Course Development: Synchronous Collaborative Teaching/Learning in Advanced Engineering in Taiwan." International Journal of Mechanical Engineering Education 34, no. 4 (October 2006): 273–90. http://dx.doi.org/10.7227/ijmee.34.4.1.

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Keselman, Alla, Savreen Hundal, Yulia Chentsova-Dutton, Raquel Bibi, and Jay A. Edelman. "The Relationship between Biology Classes and Biological Reasoning and Common Heath Misconceptions." American Biology Teacher 77, no. 3 (March 1, 2015): 170–75. http://dx.doi.org/10.1525/abt.2015.77.3.4.

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This study investigates the relationship among (1) college major, (2) knowledge used in reasoning about common health beliefs, and (3) judgment about the accuracy of those beliefs. Seventy-four college students, advanced biology and non– science majors, indicated their agreement or disagreement with commonly believed, but often inaccurate, statements about health and explained their reasoning. The results indicated that while the direct impact of college-level biology coursework on judgment accuracy was minimal, biology major was associated with increased reliance on advanced biological reasoning, which mediated judgment accuracy. However, the overall association of advanced biological reasoning with judgment accuracy was small. The discussion calls for strengthening the science–daily life connection in biology education for majors and nonmajors.

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