A Case Study of Students Entering an Early College High School: Changes in Academic Behavior Perceptions

Autor/in	Healy, James J.
Titel	A Case Study of Students Entering an Early College High School: Changes in Academic Behavior Perceptions
Quelle	(2009), (167 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Oregon
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-3093-0
Schlagwörter	Hochschulschrift; Dissertation; Study Habits; Student Behavior; Learning Strategies; Interviews; College Environment; Scores; Community Colleges; Case Studies; Self Management; School Readiness; Higher Education; College Bound Students; College Preparation; Student Surveys; Student Attitudes; Teacher Surveys; Teacher Attitudes; Acceleration (Education); Dual Enrollment; High School Students; Partnerships in Education; High Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Study behavior; Study behaviour; Studienverhalten; Student behaviour; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interviewing; Interviewtechnik; Hochschulumwelt; Community college; Community College; Case study; Fallstudie; Case Study; Selbstmanagement; Readiness for school; School ability; Schulreife; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerbefragung; Lehrerverhalten; Acceleration; Beschleunigung; Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulpartnerschaft
Abstract	The purpose of this study was to learn more about the transition experiences of one group of high school students (N = 75) as they began attending one alternative pathway: an Early College High School program on a community college campus. A four-part conceptual framework of college readiness provided a structure from which to explore the experiences of students in the college environment. One of the four framework areas--academic behaviors (self-management)--was the focus of this study. Data were collected by means of a pre-post survey, student interviews, and staff interviews in order to understand better the college readiness perceptions of the students, principally as evidenced by changes in their academic self-management behaviors. The survey data were organized into pre-post group comparisons and were reported in terms of descriptive statistics. The data from semi-structured interviews with participants provided additional insight into changes in the academic and social behaviors of the students. Results indicate that students' academic behaviors changed during the first term of college. Over the eight survey domains measured, mean scores generally increased moderately between the pre and post surveys in several domains associated with academic behaviors, with two key domains--self-awareness and learning habits (i.e., learning strategies/study habits)--showing the most growth. Additionally, student interview comments demonstrated changes at the end of their first term of ECHS in their study habits and in their ownership of their school efforts. The overall changes in students' academic behaviors imply that they learned new skills as a result of participation in the ECHS program. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10