Literaturnachweis - Detailanzeige
Autor/inn/en | Guskey, Thomas R.; Townsley, Matt; Buckmiller, Thomas M. |
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Titel | The Impact of Standards-Based Learning: Tracking High School Students' Transition to the University |
Quelle | In: NASSP Bulletin, 104 (2020) 4, S.257-269 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Guskey, Thomas R.) ORCID (Townsley, Matt) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0192-6365 |
DOI | 10.1177/0192636520975862 |
Schlagwörter | High School Students; College Readiness; Academic Standards; Student Adjustment; College Freshmen; Social Influences; Time Management; Grading; Teaching Methods; Student Attitudes; Academic Achievement; Grades (Scholastic); Student Evaluation; Evaluation Methods High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adjustment; Adaptation; Studienanfänger; Sozialer Einfluss; Zeitmanagement; Notengebung; Schulnote; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schulleistung; Notenspiegel; Studentische Bewertung |
Abstract | This study sought to determine if the implementation of standards-based learning in high schools affects students' transition to learning in university courses. Surveys and interviews with 13 students who had graduated from high schools implementing standards-based learning and who had completed their first academic semester at a midsize, private, Midwest university revealed no detrimental effects. The most frequently mentioned transition difficulties related to social issues and time management. Implications for implementing high school grading reforms are discussed. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |