College/Career Success Skills: Helping Students Experience Postsecondary Success

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Elizabeth Villares ◽  
Greg Brigman
Keyword(s):  
Career Success ◽  
Cognitive Strategies ◽  
Learning Skills ◽  
College And Career ◽  
College Career ◽  
Critical Skills ◽  
Postsecondary Success ◽  
Success Skills ◽  
Skills Learning ◽  
College And Career Ready

An essential component of the school counselor’s role is to provide support for all students to be college and career ready. This article provides an overview of the College/Career Success Skills (CCSS) program developed to help students successfully transition to postsecondary settings. The CCSS intervention teaches students’ critical skills in the areas of content knowledge, transition knowledge and skills, learning skills and techniques, and cognitive strategies known to boost college and career success.

scholarly journals From High School Access to Postsecondary Success: An Exploratory Study of the Impact of High-Rigor Coursework

2018 ◽  
Vol 8 (4) ◽  
pp. 191
Author(s):  
T. Morgan ◽  
Diana Zakem ◽  
Wendy Cooper
Keyword(s):  
High School ◽  
College Success ◽  
Binary Logistic Regression ◽  
Secondary Curriculum ◽  
Student Demographics ◽  
Academic Benefits ◽  
College And Career ◽  
Postsecondary Success ◽  
The Impact ◽  
College And Career Ready

Educators and policymakers are keenly aware of the need to prepare students to compete in an increasingly global society. It is widely accepted that a high school diploma is not sufficient and that secondary schools have a responsibility to prepare students to be college and career ready. This study examined participation in a rigorous secondary curriculum and the corresponding outcomes related to college enrollment, persistence, and graduation. Focusing on the involvement of students in high-rigor courses that provide a stronger pathway to college, we seek to understand further the indicators that lead to postsecondary success. The sample comprises 1464 students who graduated from high school between 2009 and 2014. The primary analytic technique was binary logistic regression. The results from this study confirmed that a positive relationship exists between high-rigor courses and college success. This relationship was evident even after controlling for relevant student demographics including gender, ethnicity, and socioeconomic status. The academic benefits of the high-rigor course participation are discussed.

“A Bridge Between High School and College”

2017 ◽  
Vol 22 (1) ◽  
pp. 155-179
Author(s):  
Tonisha B. Lane ◽  
Kali Morgan ◽  
Megan M. Lopez
Keyword(s):  
Cognitive Strategies ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Underserved Students ◽  
Program Administrators ◽  
College And Career ◽  
Academic Barriers ◽  
And Mathematics ◽  
Context Specific ◽  
Program Components

Underserved students express a high interest in earning a science, technology, engineering, and mathematics (STEM) degree. However, their ACT benchmark indicators tend to be much lower than their peers, especially for students who report more than one underserved attribute. There are a number of STEM intervention programs (SIPs) that are designed to retain and graduate underserved students in STEM. Yet, relatively few engage in theoretically driven, empirical research to elucidate what program components contribute to college readiness. Using Conley’s college and career readiness framework, this qualitative case study examined how one SIP helped underserved students overcome academic barriers and acquire context-specific knowledge. Findings revealed that nine interrelated practices and activities contributed to students feeling better prepared for the STEM curriculum and college expectations. Still, more attention could have been devoted to advancing key cognitive strategies. This article concludes with practical implications for SIP program administrators and faculty.

Foundational Skills for College and Career Success

2018 ◽  
pp. 83-103
Author(s):  
Debra Hart ◽  
Molly Boyle ◽  
Melissa Jones
Keyword(s):  
Career Success ◽  
College And Career ◽  
Foundational Skills

College and Career Ready: Preparing Students in Fitness and Health Literacy

Strategies ◽  
2016 ◽  
Vol 29 (5) ◽  
pp. 10-15
Author(s):  
Connie Buskist ◽  
Erin Reilly ◽  
Andria Walker ◽  
Nicholas Bourke
Keyword(s):  
Health Literacy ◽  
College And Career ◽  
Fitness And Health ◽  
College And Career Ready

scholarly journals The Learning to Learn Problem in Russian Educational Psychology: Main Approaches

2017 ◽  
Vol 22 (6) ◽  
pp. 56-67 ◽  
Author(s):  
A.N. Sidneva
Keyword(s):  
Educational Psychology ◽  
Educational Practice ◽  
Learning Ability ◽  
Learning Activity ◽  
Learning To Learn ◽  
Learning Skills ◽  
Knowledge Application ◽  
Main Research ◽  
Skills Learning ◽  
Learn Problem

There are many synonymous terms in the Russian literature on educational psychology that describe the reality of the learning to learn (L2L) skill: general learning skills, learning activity, learning independence, learning ability, etc. This makes it difficult to understand the problems of L2L in general, which apparently affects the task of L2L formation. The main purpose of this article is to review the main research approaches to L2L in the Russian educational sciences, to draw distinction between similar terms, and to analyse the problems for which the concept of L2L was initially introduced. We suppose that originally this concept was created to address the issue of knowledge application, but soon the educational practice faced a separate challenge of teaching L2L, hence the task of defining its content. The article provides an analysis of various interpretations of the content of L2L and means of its formation and outlines its main contradictions.

scholarly journals PENCAPAIAN HASIL BELAJAR MATA PELAJARAN ILMU PENGATAHUAN SOSIAL MELALUI MINAT BELAJAR SISWA

2017 ◽  
Vol 3 (1) ◽  
pp. 63
Author(s):  
Maryam Muhammad
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Learning Process ◽  
Positive Influence ◽  
Student Interest ◽  
Learning Skills ◽  
Study Results ◽  
Skills Learning ◽  
Selection Of

Learning is a process of a person in gaining skills, learning skills and attitudes so that it does not come just like that, but it must be carried out deliberately in a certain time anyway. While the study results are around the skills and the results achieved through the learning process in universities and designated with the numbers measured by tests of learning outcomes. In regard to interest a person against an object reflected in the behavior. In the case of interest is motivated by a person's attention to a particular object of interest, such as attention, curiosity is high, and the need for decisive for the selection of the object of his favorite things. Interest that is an element in achieving success for someone. If someone is interested in social studies, all the attention, curiosity, and the need to subject Soasial Sciences, will be higher, so the higher the learning outcomes of subjects who achieved Sciences, Soasial entered. Turns impacted student interest in learning and have a positive influence on the achievement of learning outcomes Sciences, Soasial subjects. The higher the interest of students in learning subjects of Sciences, Soasial, the higher the learning outcomes of subjects Sciences, Soasial achieved. Conversely the lower the student's interest in learning subjects of Sciences, Soasial, then the lower the learning outcomes of subjects who achieved Sciences, Social.

When “College and Career Ready” Means Only (or Mostly) College Ready: Perspectives From Stakeholders in Six Rural and Small Communities

2019 ◽  
pp. 1-20
Author(s):  
Kathleen Budge ◽  
Elizabeth Wargo ◽  
Davin Carr-Chellman ◽  
Kathy Canfield-Davis
Keyword(s):  
Small Communities ◽  
College Ready ◽  
College And Career ◽  
College And Career Ready

Using Service Learning to Achieve Middle School Comprehensive Guidance Program Goals

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Kathryn A. Stott ◽  
Aaron P. Jackson
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Character Education ◽  
Career Interests ◽  
School Students ◽  
Learning Skills ◽  
Comprehensive Guidance ◽  
Personal Awareness ◽  
Guidance Program ◽  
Skills Learning

Service-learning classes taught by professional middle school counselors and teachers can help middle school students meet comprehensive guidance program goals related to academic/learning development, life/career development, personal/social development, and multicultural/global citizenship. An example is provided of a service-learning class where middle school students received comprehensive guidance curriculum instruction and then taught a similar curriculum to elementary school students. Results from a phenomenological evaluation describe yielded five major themes pertinent to middle school student development and demonstrate comprehensive guidance program goal achievement: personal awareness, social skills, learning skills, career interests and character education. The themes were personal awareness, social skills, learning skills, career interests, and character education.

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