How High School Coursework Predicts Introductory College-Level Course Success

2018 ◽  
Vol 46 (2) ◽  
pp. 176-196 ◽  
Author(s):  
Chenoa S. Woods ◽  
Toby Park ◽  
Shouping Hu ◽  
Tamara Betrand Jones
Keyword(s):  
High School ◽  
College Level ◽  
Course Success ◽  
Introductory College

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

“Detrimental to the Team Dynamic”: Exploring College Student-Athlete Dissent

2021 ◽  
pp. 216747952110019
Author(s):  
Rikishi T. Rey ◽  
Zac D. Johnson
Keyword(s):  
High School ◽  
College Student ◽  
Thematic Analysis ◽  
Student Athletes ◽  
Athletic Trainers ◽  
School Level ◽  
Student Athlete ◽  
College Level ◽  
High School Level ◽  
College Student Athletes

To properly manage college student-athlete dissent, stakeholders (e.g., coaches, teammates, administration, athletic trainers, etc.) must first recognize the situations that cause athletes to dissent. Although athletic dissent is not a new concept, to date, it has only been examined at the high school level. To fill this gap, this study begins to explore this issue at the college level by examining the triggering agents that cause college student-athletes to communicate dissent. Participants ( N = 72) from 11 different sports were asked to complete multiple narratives in response to open ended questions after reflecting on a time where they communicated dissent. Results of a thematic analysis indicate that there are eight triggering agents of dissent, demonstrating distinct differences between high school and college student-athlete dissent due to various contextual factors. These findings highlight the needs and desires of college student-athletes which can help coaches, administration, and other stakeholders to promote positive college student-athlete experiences.

scholarly journals Conversation

2005 ◽  
Vol 3 (3) ◽  
pp. 13-16
Author(s):  
Tracy Caravella ◽  
Marcie Wycoff-Horn
Keyword(s):  
High School ◽  
Health Status ◽  
Teaching Strategy ◽  
Lifestyle Behaviors ◽  
College Level ◽  
Health Issues

This teaching strategy is designed for high school or college level. During this lesson, dramatization is utilized to help students examine health issues that occurred in the 1900 as compared to those of today. Additionally, students will explore their own health status and work to develop a plan to promote or enhance their own lifestyle behaviors.

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

scholarly journals Student Ability Best Predicts Final Grade in a College Algebra Course

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Kyle Anthony O'Connell ◽  
Elijah Wostl ◽  
Matt Crosslin ◽  
T. Lisa Berry ◽  
James P. Grover
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Research University ◽  
Principal Component ◽  
College Level ◽  
Past Performance ◽  
Grade Point ◽  
Final Grade ◽  
Course Success ◽  
Targeted Interventions

Historical student data can help elucidate the factors that promote student success in mathematics courses. Herein we use both multiple regression and principal component analyses to explore ten years of historical data from over 20,000 students in an introductory college-level Algebra course in an urban American research university with a diverse student population in order to understand the relationship between course success and student performance in previous courses, student demographic background, and time spent on coursework. We find that indicators of students’ past performance and experience, including grade-point-average and the number of accumulated credit hours, best predict student success in this course. We also find that overall final grades are representative of the entire course and are not unduly weighted by any one topic. Furthermore, the amount of time spent working on assignments led to improved grade outcomes. With these baseline data, our team plans to design targeted interventions that can increase rates of student success in future courses.

The Electron Transport Chain

2014 ◽  
Vol 76 (7) ◽  
pp. 456-458 ◽  
Author(s):  
Chris Romero ◽  
James Choun
Keyword(s):  
Electron Transport ◽  
Advanced Placement ◽  
Electron Transport Chain ◽  
Cellular Respiration ◽  
College Level ◽  
Inner Mitochondrial Membrane ◽  
College Biology ◽  
Everyday Objects ◽  
Transport Chain ◽  
Introductory College

This activity provides students an interactive demonstration of the electron transport chain and chemiosmosis during aerobic respiration. Students use simple, everyday objects as hydrogen ions and electrons and play the roles of the various proteins embedded in the inner mitochondrial membrane to show how this specific process in cellular respiration produces ATP. The activity works best as a supplement after you have already discussed the electron transport chain in lecture but can be used prior to instruction to help students visualize the processes that occur. This demonstration was designed for general college biology for majors at a community college, but it could be used in any introductory college-level or advanced placement biology course.

Student Performance in Mathematics: Should we be Concerned?

2018 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Mary C. Enderson ◽  
Manveer Mann
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Student Performance ◽  
Mathematical Tasks ◽  
College Level ◽  
Act Scores ◽  
Mathematics Courses ◽  
Course Grades ◽  
And Mathematics ◽  
Interdisciplinary Study

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence in performing applied mathematical tasks, mathematics achievement in college, and the relationship between predictors of college success (mathematics studied in high school, SAT/ACT scores, and mathematics courses taken in college). Measurements used for the study included a subset of items from the Mathematics Self-Efficacy Scale (MSES) on a 5-point Likert-type scale, course grades, number of years studying mathematics in high school and number of mathematics courses in college. Findings indicate that mathematics courses taken in college increased confidence in working mathematical tasks and were significant predictors of achievement in the retail course. In addition, SAT/ACT scores also were critical to the overall mathematics achievement.

On the Trail of the “Turkey Trotters”: The Effect of Previous Sport Involvement and Attitudes on Commitment to and Skill in Running

1986 ◽  
Vol 3 (2) ◽  
pp. 134-143 ◽  
Author(s):  
C. Roger Rees ◽  
Frederick F. Andres ◽  
Frank M. Howell
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Random Sample ◽  
College Level ◽  
Fitness Component ◽  
Race Time ◽  
Confirmatory Factor

This study tests the degree to which previous sport involvement (PSI) and attitudes toward PSI (APSI) influence present attitudes toward running (ARUN) and commitment to and skill in running. A questionnaire measuring these variables was mailed to a random sample of 210 participants drawn from a local 5-mile race; it was returned by 103 males (60%) and 38 females (90%). Commitment was operationalized as respondents’ training mileage per week, skill as their best race time divided by their best race distance, and PSI as their involvement in sport at the high school and/or college level. Attitudes toward PSI and running were assessed by a modification of the Kenyon ATPA Inventory. Exploratory and confirmatory factor analysis showed a victory component (PVICT, RVICT) and a fitness component (PFIT, RFIT) for each scale. The results showed that RVICT scores explained a significant amount of the variation in commitment to and skill in running. Noticeably absent was the effect of PSI upon skill and commitment, either directly or indirectly through attitudes toward running.

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