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Preparing High School Students for T...
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Sanchez, Luis.
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Preparing High School Students for Transition to Community College.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Preparing High School Students for Transition to Community College./
作者:
Sanchez, Luis.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
97 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:
Dissertation Abstracts International78-10A(E).
標題:
Educational leadership. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10272164
ISBN:
9781369766967
Preparing High School Students for Transition to Community College.
Sanchez, Luis.
Preparing High School Students for Transition to Community College.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 97 p.
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Thesis (Ed.D.)--Arizona State University, 2017.
The purpose of this action research project was to implement a college-going readiness program designed to increase the social and personal readiness of high school students making the transition from high school to college. The College Transition Project, the intervention, offered a series of face-to-face class sessions for students and online supplemental materials for students and parents (a) guiding and assisting students in navigating the college system, (b) improving social readiness, and (c) increasing goal setting, time management, communication, and stress management. The curriculum was designed to include key topics including potential pitfalls or challenges common to previously unsuccessful college students. Goal orientation, co-regulation, and self-regulation theories provided frameworks supporting the intervention. Over a five-week period, an instructor taught students who received information on these topics; while students and parents could review online resources at any time.
ISBN: 9781369766967Subjects--Topical Terms:
529436
Educational leadership.
Preparing High School Students for Transition to Community College.
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The purpose of this action research project was to implement a college-going readiness program designed to increase the social and personal readiness of high school students making the transition from high school to college. The College Transition Project, the intervention, offered a series of face-to-face class sessions for students and online supplemental materials for students and parents (a) guiding and assisting students in navigating the college system, (b) improving social readiness, and (c) increasing goal setting, time management, communication, and stress management. The curriculum was designed to include key topics including potential pitfalls or challenges common to previously unsuccessful college students. Goal orientation, co-regulation, and self-regulation theories provided frameworks supporting the intervention. Over a five-week period, an instructor taught students who received information on these topics; while students and parents could review online resources at any time.
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A concurrent mixed methods research design was employed and data included pre- and post-intervention surveys, field notes, and post-intervention interviews. Results indicated some modest outcomes were attained. Quantitative results indicated no changes in various study measures. By comparison, qualitative data showed students: recognized the usefulness of co-regulation as it related to college preparedness, realized self-regulation efforts would aid their transition to college, and developed some college navigation skills that would facilitate transition to college. Most students acknowledged the need to identify goals, engage in self-regulation, and practice self-efficacy as critical components for students transitioning from high school to college. The discussion explained the outcomes in terms of the theoretical frameworks. Implications focused on additional ways to develop self-efficacy and employ co-regulated activities and relationship building to aid in developing motivation and to nurture emerging identities in students who were transitioning from high school to college. (Abstract shortened by ProQuest.).
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