共查询到20条相似文献，搜索用时 671 毫秒
1.
2.
Chenoa S. Woods Mariana Preciado 《Journal of Education for Students Placed at Risk》2016,21(2):90-103
Many college and SAT preparation programs are designed to improve the postsecondary success of traditionally marginalized students. In addition to academic preparation, students' social and emotional preparation is important for the transition from high school to college. Mentors can serve as role models and supports to aid students in this development. Using student survey data and hierarchical linear modeling, this study examines the influences of student–mentor relationships within an SAT program setting on students' college attitudes. Results indicate that these relationships can positively influence students' college attitudes, particularly for students who have lower baseline SAT scores. Recommendations for future research and practice are provided. 相似文献
3.
Edward P. St. John 《Research in higher education》1991,32(2):141-158
While the factors that influence college minority student attendance have been the subject of recent study, there remain unresolved questions about how different factors influence college attendance decisions of applicants from historically disadvantaged backgrounds. In particular, there is ambiguity about whether blacks are more or less likely to attend than whites and what factors might improve their attendance rates. This study uses two sets of logistic regressions to identify the factors that can promote minority attendance: a set that examines attendance by all high school seniors in the high school class of 1982 and a set that examines attendance by college applicants in this class. Consistent with prior research on student access, three factors are identified that can potentially improve college attendance by minority students: (1) improved academic preparation in elementary and high school; (2) increased aspirations for higher levels of educational attainment; (3) increased levels of financial aid. Public interventions that would improve any of these factors for minority high school students are likely to improve minority participation rates. 相似文献
4.
Over the past several decades, one of the most significant changes in the delivery of postsecondary education involves the
dramatic increase in the use of contingent or part-time faculty. Although the increased use of part-time faculty within higher
education makes sense from an administrative point of view, its use does not come without criticism. With community colleges
representing a more convenient, affordable, and flexible educational option for a number of students, particularly those from
disadvantaged backgrounds, examining how exposure to part-time faculty relates to students’ academic goals represents an important
area of inquiry. This study draws from social and human capital frameworks and uses hierarchical generalized linear modeling
(HGLM) to examine how exposure to part-time faculty relates to community college students’ likelihood of transferring to a
four-year college or university. Findings suggest that students tend to be significantly less likely to transfer as their
exposure to part-time faculty increases. 相似文献
5.
Roberta S. Boss 《Community College Journal of Research & Practice》2013,37(1):27-36
The “open‐door” policy, which described admissions into the public junior college, was an expression of the ideal of universal access to postsecondary education. The intention was that disadvantaged high‐school graduates would be given another chance to break the poverty cycle, and minority students an opportunity to extend their skills and realize wider career choices. As the number of applicants thus becoming eligible for a college education increased, so did the problems of the two‐year institutions. The open door was beginning to look like a revolving door, when more and more of these students could not perform satisfactorily in any college program. The state boards of education began to realize that not only admissions policies, but also retention standards, degree requirements, and transfer credits would need review. 相似文献
6.
Federal legislation requires that students with disabilities receive services to assist them in the transition from high school to post-secondary life. Transition services must address students' understanding of their disability, learning strengths and weaknesses, career decision-making skills, and preparation for the increased demands of postsecondary education. This study surveyed coordinators of special services for students with disabilities at 74 colleges and universities in New York state. Respondents provided their perceptions of how well the students they served had been prepared by the transition services they had received in high school. Overall, little satisfaction with transition services was expressed. Respondents were most satisfied with high schools' provision of updated evaluations for students prior to enrollment in college, and they rated students' preparation for self-advocacy as the greatest weakness of current transition services. 相似文献
7.
Ronald D. Opp 《Community College Journal of Research & Practice》2013,37(2):71-86
The increasing proportion of students of color enrolled in secondary institutions makes the issue of their recruitment into postsecondary institutions an increasingly important concern in higher education. Data from a national survey of chief student affairs officers (CSAOs) on recruitment barriers and strategies for students of color were merged with 1995 National Center for Education Statistics Integrated Postsecondary Education Data System Fall Enrollment Survey data. A regression analysis was conducted to identify significant predictors of the percentage of students of color at 562 two-year colleges. The percentage of students of color was used as a proxy measure of aninstitution's success inrecruiting students ofcolor.Demographic and institutional characteristics that emerged as predictors included (a) having a CSAO of color and(b) being an urban institution.Recruitment strategies that entered as predictors included (a) having recruitment materials in students' native languages, (b) working with minority high schools in the design of curricula, (c) having individuals of color as members of the board of trustees, and (d) participating in dual-enrollment programs with minority high schools. The percentages of faculty members and administrators of color and the amount of contact that CSAOs have with students of color emerged as the strongest predictors. The study found that two-year colleges reap the benefit of faculty-student and faculty-teacher interactions in the form of greater institutional success in increasing their percentages of students of color. Policy makers, administrators, and faculty members can use the results of this study to promote equity by designing and implementing more successful recruitment policies and practices for two-year college students of color. 相似文献
8.
Anne-Marie Nuñez 《Journal of Education for Students Placed at Risk》2013,18(3):226-237
Migrant students are among the most disadvantaged of any groups in the United States, yet little is understood about factors that facilitate their college access. College access outreach programs rarely collect data on whether and where their students go to college. This longitudinal study tracked the college-going behaviors of migrant students who participated in the Migrant Student Leadership Institute (MSLI), a program whose goals include increasing migrant students' 4-year college access. The program emphasizes developing students' capacity for critical thinking about sociopolitical conditions, as well as their academic preparation for, and knowledge about, college. Results from analyses using an equivalent comparison group suggest that the program positively affected participants' application rates to, and enrollment rates in, more selective California public higher education institutions, including campuses of the University of California (UC) system. This article addresses factors that potentially accounted for these outcomes. 相似文献
9.
10.
Grace L. Francis Elizabeth Fuchs Andrew D. Johnson Sarah Gordon Amber Grant 《Psychology in the schools》2016,53(10):1045-1056
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support. 相似文献
11.
Nationwide survey of postsecondary education services for students with learning disabilities 总被引：1，自引：0，他引：1
Postsecondary services for students with learning disabilities vary a great deal from campus to campus, and published guides to postsecondary education services are often inaccurate and incomplete. A nationwide survey was conducted to investigate student service provisions in 2-year colleges and 4-year colleges and universities. The purpose of the study was to identify and catalog postsecondary education service goals and options for students with learning disabilities, and to determine differences between the goals service providers have for these students and services actually provided. The findings and their implications for service providers at both high school and college levels are discussed. 相似文献
12.
Toni A. Sondergeld John M. Fischer Arthur N. Samel Christine M. Knaggs 《Journal of Education for Students Placed at Risk》2013,18(3-4):212-232
It is widely accepted that postsecondary education has become a necessity for US youth. College access, however, has been found not to be equal for all. As a result, federally funded college-readiness programs, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), have been established to increase the numbers of economically disadvantaged students with access to college. This quasiexperimental case study compared academic and nonacademic college-readiness indicators between cohorts of GEAR UP students and nonparticipants in 1 urban high school. Overall, cohorts of GEAR UP students outperformed their non-GEAR UP peers on all measures (grade-point average, attendance rate, behavior, graduation rate, and college enrollment) despite a dramatic demographic shift that led to greater proportions of educationally disadvantaged students in the GEAR UP cohorts. 相似文献
13.
Jeffrey T. Steedle Justine Radunzel Krista D. Mattern 《Journal of Educational Measurement》2019,56(2):331-360
Ensuring postsecondary readiness is a goal of K‐12 education, but it is unclear whether high school students should get different messages about the required levels of academic preparation depending on their postsecondary trajectories. This study estimated readiness benchmark scores on a college admissions test predictive of earning good grades in majors associated with middle‐skills occupations at 2‐year postsecondary institutions. Results generally indicated similarity between those scores, the corresponding scores for students preparing for high‐skills jobs requiring a bachelor's degree, and established readiness benchmarks for the general college‐going population. Subsequent analyses revealed small variation between readiness benchmarks for different college majors. Overall, results suggest that high school graduates need a strong academic foundation regardless of the postsecondary path they choose. 相似文献
14.
Kristine W. Webb Karen B. Patterson Susan M. Syverud Janice J. Seabrooks-Blackmore 《Exceptionality》2013,21(4):192-206
As increasing numbers of students with disabilities access postsecondary education, research studies and literature reviews have investigated the needs of these students who chose to pursue postsecondary education. These articles included studies that (a) asked students with disabilities to identify needs and (b) summarized needs in literature reviews about students with disabilities in postsecondary education. This article summarizes needs and recommendations from college students with disabilities and authors who reviewed related literature from 1995–2006. The summary includes needs in five areas: self-determination, social skills, academic preparation, accommodations, and assistive technology (AT). Each of these areas of need is described and recommendations for practice are discussed. The purpose of this article is to identify a set of evidence-based transition practices that will address these needs and increase the likelihood of success for students who enroll in postsecondary education institutions. 相似文献
15.
This study is an investigation of the college and career counseling needs of economically disadvantaged, academically gifted minority students. Two groups of students were studied and compared ‐ one group of 50 low‐income students, predominantly minority, who were chosen for a special college counseling program, and a second group of 42 middle to high income students, predominantly Asian and Caucasian, who were participating in a summer academic program. Students were compared on college plans and preparations, aspirations and expectations about higher education, support from others, motivation, values, and career interests and maturity. Results showed that the gifted disadvantaged students had lower educational aspirations, felt somewhat less prepared for college and less confident about being admitted, had unrealistic ideas about how to finance college, and perceived that college life would be more frightening and lonely compared to nondisadvantaged students. Student groups were similar in motivation to attend college, support from significant others and values. Disadvantaged students had better skills related to selecting a career but expressed less confidence in making a career decision. The results suggest a need for differentiated college counseling programs for disadvantaged minority students. 相似文献
16.
This study investigated patterns of college attendance using data from a nationwide and contemporary sample of 2112 rural youth. We found that more than half of rural youth attended two-year institutions at some point during their college career and about a fourth initially enrolled in a two-year college before enrolling in a four-year college. Results also revealed that parental education, college preparatory track and preparation experiences, and teacher expectations predicted students’ college attendance patterns. Our findings point to the importance of two-year colleges and highlight the influence of family characteristics and students’ schooling experiences in the postsecondary trajectories of rural youth. 相似文献
17.
Mandy Savitz‐Romer 《Counselor Education & Supervision》2012,51(2):98-111
This phenomenological study presents 11 urban school counselors’ perceptions of their graduate education in school counseling in relation to their engagement in college readiness counseling with low‐income, 1st‐generation college‐bound students. Findings from 2 rounds of interviews suggest that intentional strategies to integrate postsecondary readiness and planning into counselor education curricula is necessary to efficiently prepare school counselors to promote college access and success for at‐risk youth, thereby reducing the inequities that currently exist in postsecondary degree attainment. 相似文献
18.
Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their nonrural counterparts and which factors explained these rural–nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural–nonrural disparities in college attendance patterns were explained by rural–nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed. 相似文献
19.
Fang Gao 《British Journal of Sociology of Education》2017,38(8):1165-1176
Despite rapid growth at the 12-year compulsory education stage, Hong Kong’s non-Chinese language minority students make up only 1.3% of the whole full-time postsecondary student population; their attendance rate is 13.8%, far behind the overall rate of 43.8%. Policy and research focus on their secondary school graduation with a widely recognized nexus between Chinese language deficiency and academic underachievement. Yet lower participation rates in postsecondary education (PSE) and nonlinguistic risk factors that account for under-representation have received scarce regional attention. The current study attempts to fill this gap. Utilizing the multiplicity and convertibility of capital in the Bourdieusian conception, this study elicits non-Chinese language minority students’ voices and identifies the interplay effects of multiple capitals on the participants’ pathways to PSE. Findings provide insights into the dynamic processes of convertible capitals and accessing PSE when developing holistic policies that are able to address linguistic and non-linguistic hurdles in the college choice process. 相似文献
20.
Instructional practices in secondary science: How teachers achieve local and standards-based success
Beth A. Covitt Elizabeth Xeng de los Santos Qinyun Lin Christie Morrison Thomas Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success. 相似文献