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Autor/inTisdale, Whitney Camille
TitelA Comparison of How First-Time Freshmen, Who Have Earned Substantial College Credit Hours and Those Who Did Not, Perceive Their Transitional Experience to College from High School
Quelle(2018), (136 Seiten)
PDF als Volltext Verfügbarkeit 
Ed.D. Dissertation, Regent University
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
ISBN978-0-3558-2512-1
SchlagwörterHochschulschrift; Dissertation; Comparative Analysis; College Freshmen; Dual Enrollment; College Credits; Student Attitudes; Student Development; College Preparation; Academic Ability; Interpersonal Competence; Daily Living Skills; High School Graduates; Advanced Placement Programs
AbstractToday, millions of high school students are taking the opportunity to gain higher education credits as well as a sample of the college experience through dual or concurrent enrollment, Advanced Placement (AP), International Baccalaureate (IB), or middle and early colleges. Essentially, dual or concurrent enrollment, as well as AP and IB courses, allows students to earn college credit while still in high school. These programs are often housed at the local high school. However, middle and early colleges allow students the opportunity to be 100% submerged into the college campus atmosphere by taking a course load of 3-19 college credit hours that concurrently fulfill high school requirements for graduation. In past studies conducted on first-year student success in colleges and universities, many different facets of the experience have been observed, recorded, and analyzed to determine how well a student transitioned into the college setting from high school. Some studies have considered statistical data generated directly from student performance and reflected on their academic transcripts. There have also been studies conducted that inquired administrators regarding how they determined or facilitated the preparedness of students for their transition from high school into college. However, there is a gap in empirical information directly from students' perspectives about how they interpret their own unique transitions into the collegiate world. This study is designed to obtain information about the individual perceptions of student transitions from high school into college. It focuses on how students felt about their academic, social skills, and life skills preparedness. Participants include students who attended a middle college and students who attended a regular high school but may have participated in AP, IB, or traditional dual credit. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
AnmerkungenProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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