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Journal articles on the topic 'Secondary college students'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

Massis, Bruce. "Secondary school students in college – the library’s role." New Library World 116, no. 1/2 (January 12, 2015): 104–7. http://dx.doi.org/10.1108/nlw-08-2014-0104.

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Purpose – The purpose of this column is to examine the environment by which secondary students can avail themselves of college library resources when they are enrolled in a dual enrollment program. Design/methodology/approach – This column presents the literature review and commentary on this topic that has been addressed by professionals, researchers and practitioners. Findings – Colleges present the dual enrollment opportunity to secondary school students as an educational “entitlement”. An additional benefit is providing access to supplementary instruction and research materials through college library services, thus highlighting the college’s library resources as critical to the teaching and learning process. Originality/value – The value in addressing this issue is to acquaint the reader with several examples of the manner by which the college library can benefit secondary school students enrolled in college courses.
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2

Gerber, Brian, and Edmund A. Marek. "A Model Intervention Program for Secondary School Education." Education Research International 2012 (2012): 1–6. http://dx.doi.org/10.1155/2012/189630.

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Valdosta State University and the Valdosta City Schools (Valdosta, GA) partnered in 2008 to form the Valdosta Early College Academy (VECA). VECA epitomizes the early college concept of (a) admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college) and (b) providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85%) of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a) innovations that complement the implementation of higher standards and high-quality assessments and (b) innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.
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3

Wilson, Hope E., and Jill L. Adelson. "College Choices of Academically Talented Secondary Students." Journal of Advanced Academics 23, no. 1 (January 12, 2012): 32–52. http://dx.doi.org/10.1177/1932202x11430269.

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4

D'augustine, Charles H. "What Our Collegiate Business Students Need from Secondary Schools." Mathematics Teacher 82, no. 3 (March 1989): 163–65. http://dx.doi.org/10.5951/mt.82.3.0163.

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Not too long ago secondary school graduates could feel adequately prepared to undertake a college business curriculum after completing two years of high school algebra. However, rapidly changing requirements for students pursuing majors in collegiate business programs are placing new demands on the mathematical skill of students entering colleges of business.
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5

AI-Shargi, Mohammed Rashed. "Student teachers’ Achievement in Science in the Light of some Variables." Journal of Educational and Psychological Studies [JEPS] 3, no. 1 (January 1, 2009): 75. http://dx.doi.org/10.24200/jeps.vol3iss1pp75-96.

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This study aimed at determining the science achievement level of Teachers Colleges' students & its relation to the GPA, the General Secondary School grade, the College & the academic level. To achieve this purpose, an achievement test of 60 items was developed & administered to a sample of 529 college students. The study results were as follows:1. Students’ achievement in science subjects was low.2. There were statistically significant differences between colleges in the overall test mean scores & the Biology Test mean scores in favor of AI-Baha Teachers College.3. There were statistically significant differences between colleges in the Chemistry Test mean scores in favor of Tabuk Teachers College.4. There was a positive correlation between students' secondary school grade, the overall test score & sub-test scores in Chemistry, Physics &Biology.5. There was a positive correlation between students' College GPA, overall test score 8: the Biology test score.6. There were statistically significant differences at level (0.05) between grades in the Biology test mean scores in favor of grade eight students. The researcher made some recommendations aimed at upgrading the achievement level of science students at Teachers Colleges.
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Edmunds, Julie A., Nina Arshavsky, Karla Lewis, Beth Thrift, Fatih Unlu, and Jane Furey. "Preparing Students for College: Lessons Learned From the Early College." NASSP Bulletin 101, no. 2 (June 2017): 117–41. http://dx.doi.org/10.1177/0192636517713848.

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This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.
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Aguilar, Stephen, and Ann Kim. "Hispanic Students’ Sense of Control in Relation to Post-Secondary Enrollment Outcomes." Social Sciences 8, no. 2 (February 21, 2019): 67. http://dx.doi.org/10.3390/socsci8020067.

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U.S. Hispanics are the fastest growing minority population pursuing post-secondary education, yet their bachelor degree attainment lags behind other ethnic–racial groups. Previous work supports the theory that having a high locus of control (LOC) can enable persistence in challenging post-secondary settings. We examine LOC as a potential mitigate against low college enrollment, and hypothesize that Hispanic students’ capability to enroll in post-secondary institutions (e.g., community college, 4-year colleges), in the face of personal, academic, and financial challenges, is likely predicated on their belief that they control their academic futures. We modelled college enrollment using a path-model using a generalized structural equation modeling (GSEM) approach. Our findings indicate that LOC decreases the likelihood of Hispanic students’ post-secondary enrollment. This work advances the current state of knowledge on how we understand Hispanic students’ transition to college, and informs the development of potential interventions supporting the academic success of this growing and significant community.
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8

McCulley, Lucretia. "Linking Secondary School Students with College-Level Resources." Resource Sharing & Information Networks 7, no. 2 (April 11, 1993): 99–106. http://dx.doi.org/10.1300/j121v07n02_08.

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9

Chaudhury, Kangkana. "CONSUMER AWARENESS AMONG COLLEGE STUDENTS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 223–30. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2020.

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Right from birth each and every one of us becomes a consumer but people hardly know about the rights and responsibilities they have as a consumer. There is a great need for awareness regarding consumer rights, responsibilities and the grievance handling machinery among people of all age groups. This paper aims at knowing the awareness level of students regarding the same and also spread awareness in the attempt. The protection against exploitation and unscrupulous activities of the manufacturers and traders provided by law is equal for each one of us. Then why is it that the Consumer Protection Act, 1986 is included in the Higher Secondary and Degree syllabus of Commerce stream only? This paper intends at putting forward the suggestion of the inclusion of Consumer Protection Act in Higher Secondary/ Degree syllabus of all streams of the State Board/ University so as to help build a nation of responsible citizens who can lead a secured life, away from the evil intentions of traders. After all, an aware consumer is a safe consumer.
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10

Lira-Gonzales, Maria-Lourdes, and Hossein Nassaji. "The Amount and Usefulness of Written Corrective Feedback Across Different Educational Contexts and Levels." TESL Canada Journal 37, no. 2 (December 2, 2020): 1–22. http://dx.doi.org/10.18806/tesl.v37i2.1333.

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This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree of feedback provided, as well as the students’ ability to incorporate the feedback while revising their texts. Data were collected at the three aforementioned contexts from six ESL teachers in their intact classes when they corrected their students’ (N = 128) written essays (drafts and revisions). Results revealed an important difference across the three levels in terms of students’ errors, teachers’ feedback, and students’ revisions. They showed that (a) while grammatical errors were made more frequently by primary students, lexical errors were made more frequently by college students; (b) primary and secondary students received more direct than indirect feedback, while college students received more indirect feedback; (c) the secondary and college students were more successful in incorporating the feedback into their revisions than primary students. La présente étude a examiné et comparé plusieurs techniques de rétroactions correctives écrites utilisées par des enseignants d’anglais langue seconde (ALS) dans trois contextes et niveaux d’éducation différents (primaire, secondaire et collégial) au Québec, au Canada. En particulier, elle a examiné s’il existait des différences dans les types d’erreurs qui étaient faites, quelle sorte et quel niveau de rétroaction étaient fournis ainsi que la capacité des élèves à intégrer la rétroaction lorsqu’ils révisaient leurs textes. On a recueilli des données dans les trois contextes susmentionnés auprès de six enseignants d’ALS dans leurs classes intactes lorsqu’ils corrigeaient les rédactions (brouillons et révisions) de leurs élèves (N = 128). Les résultats ont révélé une différenc importante dans les trois niveaux en ce qui concerne les erreurs des élèves, la rétroaction des enseignants et les révisions des élèves. Les résultats ont montré que (a), alors que les élèves de primaire faisaient plus d’erreurs grammaticales, les élèves de collège faisaient plus d’erreurs lexicales; (b) les élèves de primaire et de secondaire recevaient plus de rétroaction directe qu’indirecte, alors que les élèves de collège recevaient plus de rétroaction indirecte; (c) les élèves de secondaire et de collège réussissaient mieux à incorporer la rétroaction dans leurs révisions que les élèves de primaire.
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11

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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12

Strick, Betsy R. "Evidence for the Influence of School Context on College Access." education policy analysis archives 20 (November 5, 2012): 35. http://dx.doi.org/10.14507/epaa.v20n35.2012.

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Since the release of the Coleman Report in 1966, studies (such as Sirin, 2005; Radford, Berkner, Wheeless, and Shepherd, 2010) have continued to find an association between socioeconomic status and educational attainment. Wyner, Bridgeland, and Diiulio (2007) observe that a progressively lower proportion of low-income, high achieving students remain successful as they advance from elementary school through college. The present study considers college enrollments from a college preparatory charter secondary school serving low-income students. The study finds that alumni enrolled in four-year colleges at a higher rate than did lottery-assigned comparison students. These four-year college enrollment findings held for Hispanic, African American, and Asian American students. At the same time, the overall college enrollment rates, meaning enrollment in two- and four-year colleges in contrast to no college enrollment, were quite similar for the Preuss School and comparison students. These results were achieved, this study suggests, through numerous academic and social supports that increase college eligibility rates and institute four-year college and financial aid applications as part of coursework. The four-year college enrollment findings offer the promise that schools can be arranged to increase academic opportunities for low-income students.
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13

Shea, Peter, and Temi Bidjerano. "Effects of Online Course Load on Degree Completion, Transfer, and Dropout among Community College Students of the State University of New York." EDEN Conference Proceedings, no. 1 (June 16, 2019): 291–300. http://dx.doi.org/10.38069/edenconf-2019-ac-0031.

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Past research suggests that some students are at risk of lower levels of academic performance when studying online compared to students who take coursework only in the classroom. Community college students appear to be among those that struggle in online settings. In this paper, we hypothesize that online course load may influence outcomes for such students, especially those at risk for lower levels of degree attainment. To examine this, we conducted a state-wide study using data from the 30 community colleges (n = 45,557) of the State University of New York, to understand online course-load effects on degree completion, transfer, and dropout. We conclude that when controlling for covariates known to impact degree completion, community college students who successfully complete online courses nearly double their chances (odds ratio = 1.72) of earning a degree or transferring to a 4 year college. However, racial minorities had reduced outcomes and additional research is warranted.Post-secondary completion is a significant predictor of a host of individual and societal benefits. Online education has increased access to post-secondary credentials for millions of people. (Allen Siemen, 2016). Community colleges enrol a higher proportion of online students than other institution types (NCES, 2017). However, concerns exist about outcomes for community college students who take online coursework, especially the effect of higher online course loads. The next section briefly summarizes relevant literature reflecting those concerns.
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14

Huntley, Heather Johnson, and John H. Schuh. "Post-Secondary Enrollment: A New Frontier in Recruitment and Retention." Journal of College Student Retention: Research, Theory & Practice 4, no. 2 (August 2002): 83–94. http://dx.doi.org/10.2190/4xqf-p3cb-lqm8-bqql.

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This study examined the experiences of students who are enrolled in high school and college simultaneously, a growing phenomenon known as dual-enrollment. Using qualitative methods, the study examined such elements of dual-enrollment as why students chose to enroll in high school and college at the same time, how they perceived the college environment, and what they reported as benefits from this experience. None of the participants indicated that the institutions they attended made any effort to retain them as full time students after they completed high school, presumably missed opportunities for the post-secondary institutions included in the study. Building on the students' experiences, recommendations for retaining these students are suggested.
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15

Crawford, Corinne, and Angela Jervis. "Community Colleges Today." Contemporary Issues in Education Research (CIER) 4, no. 8 (September 21, 2011): 29. http://dx.doi.org/10.19030/cier.v4i8.5884.

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Dr. Jill Biden, Vice President Joe Bidens wife, has been teaching in community colleges for the past 18 years. Dr. Biden believes that community colleges are uniquely American institutions where anyone who walks through the door is one step closer to realizing the American dream. This is an inspiring sentiment. However, of all the first time college students who enrolled in community college in 2003-2004, fewer than 36% earned a post-secondary credential within six years. In light of the low completion rate, one has to question whether community colleges are fulfilling their promise. In this article we will look at the recent demographics of community colleges, compare the role of community colleges to that of proprietary colleges in post secondary education and discuss promising research initiatives aimed at improving the community college system.
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16

Бычков, Анатолий, and Anatoliy Bychkov. "Standards of Continuity: School — College." Standards and Monitoring in Education 5, no. 6 (December 12, 2017): 18–24. http://dx.doi.org/10.12737/article_5a1bf5e2eddf30.49459841.

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Recommendations for the design continuity of the content of basic General and secondary vocational education in the context of general and structural changes in the education in our country. On the basis of the comparative analysis of the Federal state educational standards for “Technology” and the Federal state educational standards of secondary professional education the foundation for the design continuity of the content of education in educational complexes “school — College” are set in the form of organizational-pedagogical conditions implemented in the context of personal-oriented approach, motivating students to continue studies in colleges. The methodists and teachers can use presented in the article missions for the organization of practical activities of students.
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17

Odom, Arthur Louis. "Secondary & College Biology Students' Misconceptions about Diffusion & Osmosis." American Biology Teacher 57, no. 7 (October 1, 1995): 409–15. http://dx.doi.org/10.2307/4450030.

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18

Beres, Richard J. "Statistics for College-Bound Students: Are the Secondary Schools Responding?" School Science and Mathematics 88, no. 3 (March 1988): 200–209. http://dx.doi.org/10.1111/j.1949-8594.1988.tb11802.x.

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19

Sinclair-Guidance, Andrew, and Marie Walker-Student. "Helping groups comprehensive, preventive programs for secondary students." Journal of Psychologists and Counsellors in Schools 7 (November 1997): 109–14. http://dx.doi.org/10.1017/s1037291100001291.

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The broad roles of Educational Guidance and Student Welfare imply a multifaceted approach to complex problems. Too often, pressure of time and caseloads reduces intervention to short term, single mode remediation with no certainty of relapse prevention. The following paper describes a group counselling approach in a large Victorian secondary college that sought to address these and other issues.
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20

Lintangsari, Alies Poetri, Ive Emaliana, Fatmawati Fatmawati, and Unita Werdi Rahajeng. "Are students with disabilities ready for college? The influence of college readiness to college engagement." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 845. http://dx.doi.org/10.11591/ijere.v10i3.21692.

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Inclusive education is seen as promising way to accommodate students with disabilities in accessing higher education; yet, the implementation leaves challenges for the students with disabilities and also the faculties. Regarding the secondary education curriculum that is not preparing students with disabilities to attend higher education, students with disabilities are struggling in adjusting college life. This research aimed at confirming the influence of college readiness to college engagement of students with disabilities. There were 61 college students with disabilities participated in the survey on college readiness and college engagement. Independent T-Test and simple regression analysis was applied to test the hypothesis. The result showed that the college readiness influence college engagement with large effect size (r=.769>0.50, F=85.494, p (.000) <0.01) which indicates that the more students are college-ready, the more they are engaged. Subsection’s variables of gender and education background do not statistically significant affect the college readiness and engagement of students with disabilities. As the opportunity for students with disabilities attending college is uprising, college transition program is highly suggested to prepare students with disability for college life.
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21

Morningstar, Mary E., Allison Lombardi, Catherine H. Fowler, and David W. Test. "A College and Career Readiness Framework for Secondary Students With Disabilities." Career Development and Transition for Exceptional Individuals 40, no. 2 (June 15, 2015): 79–91. http://dx.doi.org/10.1177/2165143415589926.

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In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed.
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22

Ahmad, Mushtaq, Anees-ul Hasnain Shah, and Arslan Raheem. "Scientific Reasoning Ability and Academic Achievement of Secondary School Students." Global Regional Review V, no. I (March 30, 2020): 356–63. http://dx.doi.org/10.31703/grr.2020(v-i).39.

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Scientific reasoning ability is considered as developing ability and is improved through knowledge acquisition. So, the study was opted to find out the relationship between the scientific reasoning ability and the achievement marks of SSC science graduates. All SSC science graduates enrolled in intermediate 1st year class in any public or private college of Punjab were the population. 1620 students from four districts were conveniently selected. The suitable test Lawson reasoning ability test was adapted with permission to make it bilingual and pilot testing brought Cronbachs α value 0.914. Test was administered to 1620 students of both public and private colleges whereas returned rate was 93.7%. Results calculated through descriptive statistics and Pearson Correlation was no significant relationship between reasoning ability test scores and the SSC marks. It was recommended that assessment agencies i.e. Board of intermediate and Secondary education may include the items of higher order thinking in assessment.
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23

Ferrini-Mundy, Joan, and Marie Gaudard. "Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?" Journal for Research in Mathematics Education 23, no. 1 (January 1992): 56–71. http://dx.doi.org/10.5951/jresematheduc.23.1.0056.

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This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school introduction to calculus, in comparison with no secondary school calculus, provided an initial advantage in the college course. This slight advantage reappeared on the final exam and on the procedural subscale of the final exam. Students who had studied a full year of secondary school calculus performed significantly better than other groups throughout the first-semester course. The advantage was revealed more strongly in procedural than in conceptual items. There were no significant differences among the four groups of students on outcome measures in the second-semester course. Students with more secondary school calculus background were more likely to continue into the second semester of college calculus.
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24

Karathanos, Katya A., and Dolores D. Mena. "Exploring the Experiences of Linguistically Diverse College of Education Student Writers." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 115–26. http://dx.doi.org/10.53761/1.11.3.9.

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Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English language learners (ELLs) transition from high school to college, little attention has been given to how students are supported in their college or university academic classes. In this paper, we present research results based on a survey administered to students enrolled in educationbased programs exploring their perspectives on instructional feedback provided by university faculty on their academic writing. We present quantitative and qualitative findings from this survey with related recommendations for how faculty can infuse strategies in their instruction to assist ELL students who struggle with aspects of their academic writing. Findings from this research have important implications for colleges and universities in meeting the diverse needs of a growing post-secondary English language learner student population enrolled in content courses across academic disciplines.
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Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria." Asian Journal of University Education 15, no. 2 (December 27, 2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.

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The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors underperform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.
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Hughes, Steven, and George Otero. "Global Education for the Secondary and College Student." Political Science Teacher 2, no. 1 (1989): 21–23. http://dx.doi.org/10.1017/s0896082800000520.

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What's worth teaching and how to teach it are two questions we constantly pose to ourselves. As we ponder these, we inevitably run into two other questions: how to engage those who are less than fully motivated and how to involve students in learning about a world which is so incredibly complex and where virtually all issues are so globally interdependent. Because of the conditions of complexity and interdependence, we label ourselves global educators and what we do as global education.George initially became concerned with these problems as a middle school teacher in Colorado. Later, as director of the Center for Teaching International Relations (CTIR) at the University of Denver, he was involved in developing strategies for student centered, interactive learning.Steve has taught political science at a state university in California. Several years ago, he became convinced that the input, lecture based mode of learning he employed was terribly inadequate. So the search began for alternatives which eventually led to meeting George and to our subsequent collaboration.The purpose of this article is to share some of the activities we have found to be successful in addressing our concerns. These activities have been used in a variety of settings: residential programs for approximately 35 high school students from all over the country, held at Las Palomas de Taos; the Tennessee Governor's School for International Studies, which is a four week, summer program for 150 high school students; workshops for elementary and secondary educators; and a variety of college courses including Global Politics American Government, and Public Policy Making.
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Gordon, John T. "Soundoff: Developmental-Studies Mathematics: Developmental or Review?" Mathematics Teacher 79, no. 6 (September 1986): 402–3. http://dx.doi.org/10.5951/mt.79.6.0402.

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Developmental-studies mathematics is the set of skills that students must possess if they are to be sucessful in beginning college-level mathematics. In most colleges and universities, elementary algebra from the secondary school curriculum is a major part of developmental-studies mathematics. Some arithmetic, or some intermediate algebra, or some of both is also commonly included. Although this content is studied by most college-bound students before they enter their last two years of high school, over 60 percent of all students nationally who enter a community college are required to take developmental-studies mathematics (Griffin 1981). Similarly, in many of the larger universities, this statistic is over 50 percent (Whitesitt 1982).
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Duncheon, Julia C., and David E. DeMatthews. "Early College High School Principals: Preparing Historically Underrepresented Students for College Success." NASSP Bulletin 102, no. 4 (November 22, 2018): 269–90. http://dx.doi.org/10.1177/0192636518812703.

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Early college high schools, which allow underrepresented students to earn up to an associate’s degree during 9th through 12th grades, have been lauded for their potential to increase college access and opportunity. Yet little is known about the role of the principal. Using data drawn from 10 administrators in the borderlands of West Texas, this qualitative study uses an instructional leadership framework to explore how early college principals support students’ college preparation at the intersection of secondary and postsecondary education.
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29

Hidalgo, José Felipe Ojeda, María Guadalupe Arredondo-Hidalgo, and José Luis Vital León. "Entrepreneurship in upper secondary level students." Archives of Business Research 8, no. 7 (August 8, 2020): 439–54. http://dx.doi.org/10.14738/abr.87.8777.

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Entrepreneurship is a relevant activity for the challenges of the current global economic crises, which have brought lack of employment opportunities. The present investigation was carried out through a sample of 2,005 upper-middle-level students from 14 campuses of the National College of Technical Professional Education, in the state of Guanajuato, Mexico. The objective was to achieve a typology of entrepreneurship in students at this level. The following variables were identified: Attraction to be an entrepreneur (AT), Initiative (IN), Knowledge of the activity (KN), Resistance to entrepreneur (RE), Dislike to undertake (DU), Social assessment (SA), Leadership (LE) and Determination and Courage (DC). The correlation analysis showed that there is a significant correspondence between the dimension of pleasure for entrepreneurship and the variables of: innovation, knowledge, resistance to entrepreneur and social valuation; likewise, the variable of dislike to undertake showed a negative correlation, and on the other hand, the innovation variable showed correlation with the variables: knowledge, resistance to entrepreneur and social valuation. Again, a negative correlation is observed with the variable of dislike to undertake. Finally, the knowledge variable showed a slight negative correlation with the variable of dislike to undertake.
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Косьмина, Д., and D. Kos'mina. "Motivational and Communicative Readiness to Teach College Students." Scientific Research and Development. Modern Communication Studies 8, no. 1 (February 19, 2019): 45–50. http://dx.doi.org/10.12737/article_5c5a93d3edd929.66962235.

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This article analyses motivational and communicational readiness of students in the system of vocational secondary education. Motivational and communicational readiness are major features that determine student performance. Studying these characteristics will allow to reveal weaknesses in career guidance programs conducted by institutions of vocational education, and to single out students that are in need of individual assistance.
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Duncheon, Julia C. "“We Are Exposed to That College Environment”: Exploring the Socialization of Early College High School Students." Community College Review 48, no. 2 (January 20, 2020): 173–94. http://dx.doi.org/10.1177/0091552119898880.

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Objective: Early college high schools (ECHSs) allow high school students to accumulate credit toward an associate degree at little or no cost, often through partnerships with community colleges. The goal is to facilitate students’ socialization into higher education, or the process of learning the skills, knowledge, and dispositions required for college success. However, whether and how this goal translates to practice remains under-studied. Using an organizational socialization framework, this study explores (a) How are ECHS students socialized into higher education? and (b) What do students learn from their ECHS experience? Method: This case study draws a sample of 111 traditionally underrepresented students, 13 teachers, and 1 principal at one ECHS in a U.S.–Mexico border region of Texas. Data were collected via interviews, demographic questionnaires, and documents, and coded using NVivo software. Results: Data analysis revealed three themes pertinent to students’ socialization: (a) receiving academic support, (b) taking college courses, and (c) gaining independence. Across these categories, being able to participate in courses at the community college was especially critical for students’ socialization. Findings also illustrate how tensions between the expectations of the college and those of the school district limited the socialization process. Contributions: This study has implications for research and policy regarding the benefits of ECHS and dual credit coursework, the importance of social experiences on a college campus, and the challenges of secondary–postsecondary misalignment in cross-sector partnerships.
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Ming, Hai. "On Secondary School Students Studying Abroad to Avoid College Admission Exams." Chinese Education & Society 34, no. 3 (May 2001): 35–38. http://dx.doi.org/10.2753/ced1061-1932340335.

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Parker, James DA, Donald H. Saklofske, and Kateryna V. Keefer. "Giftedness and academic success in college and university." Gifted Education International 33, no. 2 (October 10, 2016): 183–94. http://dx.doi.org/10.1177/0261429416668872.

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Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency (also called emotional intelligence (EI)). Previous work on the link between EI and giftedness is reviewed, particularly factors connected to the successful transition to postsecondary education. Data are presented from a sample of 171 exceptionally high-achieving secondary students (high school grade-point average of 90% or better) who completed a measure of trait EI at the start of postsecondary studies and who had their academic progress tracked over the next 6 years. High-achieving secondary students who completed an undergraduate degree scored significantly higher on a number of EI dimensions compared to the secondary students who dropped out. Results are discussed in the context of the importance of EI in the successful transition from secondary to postsecondary education.
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Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.

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Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.
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Jung Tae Kim and Young Woo Cho. "Effects of College Students’ Mentoring Using a Computer-Based Program on Secondary Students’ English Learning." Journal of Foreign Studies ll, no. 42 (December 2017): 11–40. http://dx.doi.org/10.15755/jfs.2017..42.11.

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Ouyang, Yuandong. "Research on the Evaluation of Vocational College Students' Learning in Internet Education." Lifelong Education 9, no. 3 (April 4, 2020): 73. http://dx.doi.org/10.18282/le.v9i3.823.

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<p>As an important part of national vocational education, secondary vocational education needs to actively adapt to the new changes and requirements under the internet environment, and actively carry out innovation in view of the problems in the Internet network education and the South emperor. Based on this, this paper first analyses the current situation and problems of secondary vocational school students' learning evaluation, then studies the structure of secondary vocational school students' learning evaluation system under the Internet network education, and finally gives the construction strategy of secondary vocational school students' learning evaluation system.</p>
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Wragg, David. "After Secondary." Australian Journal of Environmental Education 18 (2002): 91–93. http://dx.doi.org/10.1017/s081406260000344x.

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Just how successful have we been in our roles as environmental educators? With the huge groundswell of interest our society has in the environmental field it is of interest to track the progress of five students that have moved on from our school. As potential movers and shapers in future years these students have been chosen to talk about their ideas, experiences and concerns about environmental education.The background to Environmental Education at St. Joseph's College, Geelong, lies in the ever-changing curriculum of the school. During the early 1990s there was a major upheaval in choices. Chinese replaced French, Geography and English Literature disappeared and Environmental Studies was trialed as one of the new VCE subjects. Our Principal, Mr. Peter Cannon, was always receptive to new ideas.All major assignments were location-based and presented some relevant local issues. Included were Coode Island, the chemical storage facility and its possible relocation, the scallop industry of Port Phillip Bay, the You Yangs and the Striped Legless Lizard.
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Lau, Kwok-chi, Anthony Hiu-Fung Lo, and Kam-bo Wong. "An Adaptation of Anfinsen's Protein-Folding Experiment for Classroom Investigation." American Biology Teacher 80, no. 5 (May 1, 2018): 379–84. http://dx.doi.org/10.1525/abt.2018.80.5.379.

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The study adapts Anfinsen's Nobel-winning experiment of protein folding into biology investigation for secondary and college students. This experiment is significant for secondary and college science learning not only for its associations with some core concepts in biology, but also for its rich nature of science and science practices. The lab procedure of the original experiment was modified to be accessible to secondary biology teachers and students. A detailed lab manual and task sheet are available.
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McKillip, Mary E. M., Anita Rawls, and Carol Barry. "Improving College Access: A Review of Research on the Role of High School Counselors." Professional School Counseling 16, no. 1 (October 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600106.

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High school counselors potentially hold a key position to help increase the number of U.S. students receiving post-secondary degrees, particularly to address inequalities that prevent certain students from successfully transitioning to college. Using the model of student success (Perna & Thomas, 2008), this study reviewed the literature to understand how various contexts (social, school, family, student) shape high school counselor interactions with students as they work to improve post-secondary outcomes of college access and enrollment.
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Martinez, Corinne, and Cecilia Mendoza. "College and Career Readiness Opportunities for Latinx English Learners in Urban High Schools." Journal of Urban Learning, Teaching, and Research 15, no. 1 (December 16, 2020): 30–50. http://dx.doi.org/10.51830/jultr.2.

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Through interviews and focus groups with 21 high school seniors, this research examines the experiences of Latinx English learners in college and career academies in urban districts across California. In California, the college and career readiness landscape is varied and complex. However, many stakeholders see the Linked Learning approach as leading the reform effort in preparing students for a full range of post-secondary options. Using opportunity to learning theory (OTL) within a social capital framework, we sought to understand the college and career readiness experiences of Latinx English learner students. The results indicated that students expressed a clear desire to attend college and pursue a career. Additional findings reveal that students benefited from the Linked Learning experience in ways that contributed to their self-confidence, increased responsibility, and important 21st century skills that could be used beyond the classroom. However, despite having accumulated social capital, students articulated existing challenges that they must navigate as they pursue their post-secondary opportunities, including attending college and entering the workforce. The recommendations include a multi-pronged approach to addressing the college and career readiness of Latinx English learner students.
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Williams, Bonita, Jody Thompson, Tonya Taylor, and Karen Eley Sanders. "The Impact of a Youth Development Program on Secondary Students’ Career Aspirations." Journal of Youth Development 5, no. 3 (September 1, 2010): 75–88. http://dx.doi.org/10.5195/jyd.2010.210.

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This study’s purpose determined the extent to which adolescents’ participation in a youth development program may be linked to the participants’ post-secondary education and career aspirations. One hundred and seven adolescents, ages 14-19 in grades 8-12 completed Holland’s Vocational Interest Survey and the 4-H Career Decision Survey. Ordinal regression analysis indicated participation in 4-H had a positive impact on career decisions for students who participated in 4-H for two years (p< .038) and six years (p< .001). Significant differences were apparent with 80% of the racial/ethnic groups surveyed concerning a college fair’s impact on career choice and college major determination.
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Cooperman, Lawrence. "Book Review: Successfully Serving the College Bound." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 69. http://dx.doi.org/10.5860/rusq.55n1.69b.

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As the old saying goes, “forewarned is forearmed.” No truer words have been spoken about high school students preparing to enter college. Traditionally, parents, teachers and guidance counselors have prepared college-bound students with advice and programs to help them find and reach acceptance to their choice of college. But librarians, as information and research specialists, and usually known in secondary education as media specialists, can also successfully prepare high school students for college entrance. Africa S. Hands, with her book Successfully Serving the College Bound, provides a useful and resourceful handbook on how media specialists can successfully serve the college-bound student.
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Ye, Zezhou, and Hui Xiang. "An Investigation on College Students’ Basic Aesthetic Quality and the Needs of Aesthetic Education Curriculum—Empirical Evidence from Ten Universities Data in China." Journal of Innovation and Social Science Research 8, no. 8 (August 30, 2021): 83–90. http://dx.doi.org/10.53469/jissr.2021.08(08).19.

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The research defines the basic aesthetic qualities and divides them into three parts: aesthetic consciousness, common sense, and behavior. Empirical evidence from more than 1000 college students of ten universities showed that many students still lack basic aesthetic knowledge and skills, and there are also significant differences in gender, location, and qualification. Therefore, college students have a relatively large demand for aesthetic education curriculum, especially in the arts. But obviously, the current aesthetic education curriculums in colleges and universities cannot meet the needs of students, and it is even more difficult to guarantee the aesthetic ability of students who lack art education in primary and secondary schools. Therefore, it is necessary to make up for deficiency in university courses, and to carry out professional-based and even interdisciplinary and cross-border aesthetic courses can achieve the goals of aesthetic education in universities.
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Kem, Lee, and Joy L. Navan. "Gifted Students in College: Suggestions for Advisors and Faculty Members." NACADA Journal 26, no. 2 (September 1, 2006): 21–28. http://dx.doi.org/10.12930/0271-9517-26.2.21.

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The definition and the need for appropriate services to the gifted college population are not as apparent in the postsecondary environment as in the K-12 schools. Many college educators perceive that college curricula provide the needed rigor and enrichment for gifted and honors students to make continuous progress in their learning. We explore perceptions of college honors students who were in gifted programs in their secondary learning environments. Through focus group discussions, students report that often college courses do not meet their need for more challenging learning opportunities. Based on our findings, we suggest ways that college advisors and faculty members can serve honors students in ways that challenge their learning and address their unique psychosocial needs. Relative emphasis: practice, research, theory
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Roughton, Dean. "Addressing college access and success gaps in traditionally underrepresented populations: The North Carolina early college high school model." Higher Education Politics & Economics 2, no. 1 (April 5, 2016): 82–93. http://dx.doi.org/10.32674/hepe.v2i1.20.

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Most states now allow qualifying high school students to take college courses free, or at a reduced rate, while still enrolled in secondary education, saving students and their families tens of thousands of dollars. Increased access, however, has not necessarily led to increased student success in terms of academic achievement and completion rates, especially among students from traditionally underrepresented populations. Racial and ethnic minorities, first-generation students, and students from low socio-economic status (SES) families continue to have lower than average college completion rates. The North Carolina early college model, in particular, has demonstrated effectiveness in improving high school graduation rates and college readiness among traditionally underrepresented populations.
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Poland, J. L. "Physiology course for secondary school biology teachers." Advances in Physiology Education 262, no. 6 (June 1992): S15. http://dx.doi.org/10.1152/advances.1992.262.6.s15.

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The Department of Physiology at the Medical College of Virginia/Virginia Commonwealth University offered a human physiology course to middle school and high school science teachers in the Richmond, VA, area. It was a three-credit course, team taught, and given at a location convenient to many area teachers. This course served the community by contributing to the continuing education efforts of teachers and concurrently enhanced our recruitment program by advertising "physiology" to teachers who will influence college-bound students for years to come. In addition, we established ties between teachers and physiology faculty such that continuing interactions (e.g., collaborative research during the summer) should be facilitated. The success of the course suggests that this is an effective way to serve local communities, enhance efforts to recruit graduate students into the basic sciences, and at the same time help reverse the educational crisis in the US by bolstering the backgrounds of secondary school teachers.
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Morgan, T., Diana Zakem, and Wendy Cooper. "From High School Access to Postsecondary Success: An Exploratory Study of the Impact of High-Rigor Coursework." Education Sciences 8, no. 4 (October 31, 2018): 191. http://dx.doi.org/10.3390/educsci8040191.

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Educators and policymakers are keenly aware of the need to prepare students to compete in an increasingly global society. It is widely accepted that a high school diploma is not sufficient and that secondary schools have a responsibility to prepare students to be college and career ready. This study examined participation in a rigorous secondary curriculum and the corresponding outcomes related to college enrollment, persistence, and graduation. Focusing on the involvement of students in high-rigor courses that provide a stronger pathway to college, we seek to understand further the indicators that lead to postsecondary success. The sample comprises 1464 students who graduated from high school between 2009 and 2014. The primary analytic technique was binary logistic regression. The results from this study confirmed that a positive relationship exists between high-rigor courses and college success. This relationship was evident even after controlling for relevant student demographics including gender, ethnicity, and socioeconomic status. The academic benefits of the high-rigor course participation are discussed.
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Fraysier, Kathleen, Amy Reschly, and James Appleton. "Predicting Postsecondary Enrollment With Secondary Student Engagement Data." Journal of Psychoeducational Assessment 38, no. 7 (April 22, 2020): 882–99. http://dx.doi.org/10.1177/0734282920903168.

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As the economic landscape changes, a college degree has become increasingly necessary for securing employment in an information-based society. Student engagement is an important factor in predicting and preventing high school dropout, and improving student outcomes. Although the relationship between secondary school engagement and high school completion is well supported in existing research, the relationship between secondary school engagement and postsecondary enrollment and persistence is unclear. In this study, we examined whether students’ engagement in high school predicts postsecondary matriculation and persistence in the first year after accounting for demographic and school-level variables. Results indicated secondary student engagement does predict postsecondary enrollment and persistence beyond academic and behavioral variables. Consistent with research among secondary students, the Future Goals and Aspirations Scale of the Student Engagement Instrument was the strongest engagement predictor. Results have implications for early warning systems and college retention efforts.
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MALIK, ABDUL SALAM, MUNIR AHMAD AZHAR, and KHALIL AHMAD SHAHID. "OBESITY." Professional Medical Journal 16, no. 03 (September 10, 2009): 390–94. http://dx.doi.org/10.29309/tpmj/2009.16.03.2803.

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Objectives: To assess frequency of obesity among college adolescent male and female students on BMI-Prime bases throughanthropometric. Design: Cross sectional study. Setting: At higher secondary colleges located in urban areas of Bahawalpur City. Period: FromFebruary 2009 to March 2009 Materials & Methods: Assessment of obesity among 400 college male & female students equally divided, agesfrom 16 to 23 years was carried out on BMI-Prime bases. Weight categories so achieved were stratified and labeled. Results: There were3(0.75%) severely under weight, 44(11%) under weight, 273(68.25%) normal, 68(17%) over weight, 9(2.25%) obese and 3(0.75%) wereclinically obese. There was no morbidly obese. No statistical gender difference for severely under weight and clinically obese was noted.However females were more under weight (p<0.05) while males were more over weight (P<0.05) and obese (P<0.05) when compared witheach other. C o n c l u s i o n : The adolescent female college students were under weight when compared to their male colleagues. The frequencyof obesity was higher among male students
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Lavy, Victor. "The Long-Term Consequences of Free School Choice." Journal of the European Economic Association 19, no. 3 (February 17, 2021): 1734–81. http://dx.doi.org/10.1093/jeea/jvab001.

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Abstract I study the long-term consequences of an effective free school choice program that targeted disadvantaged students in Israel two decades ago. I show that the program led to significant gains in post-secondary education through increased enrolment in academic and teachers’ colleges without any increase in enrolment in research universities. Free school choice also increased earnings at the adulthood of treated students. Male students had much larger improvements in college schooling and labor market outcomes. Female students, however, experienced higher increases in marriage and fertility rates, which most likely interfered with their schooling and labor market outcomes.
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