An evaluation of high school students' readiness for college-level English composition at a private college as perceived by instructors

2020 ◽  
Author(s):  
◽  
Lamae Koogler
Keyword(s):  
High School ◽  
High School Students ◽  
Private College ◽  
English Composition ◽  
Learning Goals ◽  
College Level ◽  
School Students ◽  
University Of Missouri ◽  
Teaching Philosophies ◽  
Proficiency Levels

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI--COLUMBIA AT REQUEST OF AUTHOR.] This mixed-methods case study evaluated high school students' readiness for college level English composition at a private college from the perspective of both high school and college instructors. The setting took place at a small private college and two local public high schools. Research questions inquired about the importance of state learning standards for students as well as proficiency levels of students. Findings indicated parallel expectations for the importance of state standards; however, dissimilarities in perceptions of students' proficiency levels. Also included, is an evaluation of similarities promoting and obstacles impeding alignment of expectations between the two educational sectors. Similarities promoting alignment of expectations were teaching experiences, teaching philosophies, independence in curriculum, challenging student characteristics, and teamwork. Obstacles impeding alignment of expectations included lack of collaboration, misunderstandings, different learning goals, dissimilar cultural expectations, and a disconnection between the two groups

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.

Advanced Placement Oriented Calculus for High School Students

1980 ◽  
Vol 11 (5) ◽  
pp. 347-355
Author(s):  
Karen Mezynski ◽  
Julian C. Stanley
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Opportunity To Learn ◽  
Class Ii ◽  
Class I ◽  
College Level ◽  
School Students ◽  
Ap Calculus ◽  
College Calculus

A supplementary calculus course was conducted to give highly able students the opportunity to learn the equivalent of two semesters of college calculus while still in high school. Two different student populations were sampled; the average age of the members of Class I was 14.9 years, whereas for members of Class II it was 16.7 years. Class I members had more previous exposure to fast-paced mathematics instruction than had members of Class II. Both classes took the College Board's AP Calculus Examination, Level BC, at the end of the course. The results of the AP examination indicated that most students learned college-level calculus well. Considerations for the establishment of similar programs are discussed.

scholarly journals Research on Strategies to Effectively Promote English Reading Teaching in Junior High School

2020 ◽  
Vol 9 (2) ◽  
pp. 55
Author(s):  
Haohao Xu
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum Reform ◽  
Junior High School ◽  
Junior High ◽  
Learning Goals ◽  
School Students ◽  
High School English ◽  
English Reading ◽  
Reading Teaching

Reading is not only one of the purposes of English teaching, but also an important way of English learning. Students’ knowledge of English reading enables them to read effectively. At this time, students’ reading focus will gradually shift from learning to using English to obtain information and experience the real purpose of English reading. The traditional junior high school English reading teaching can’t meet the requirements of the new curriculum reform and helps students achieve their initial learning goals. Based on the basic theoretical knowledge of English reading teaching, this article analyzes the problems encountered by teachers and students in the process of English reading teaching, and puts forward the corresponding countermeasures, hoping to promote the level of junior high school students’ English reading teaching.

Using a Live Simulation to Teach Human Anatomy and the Diagnostic Process to High School Students

2017 ◽  
pp. 358-378
Author(s):  
Debra C. Burkey Piecka ◽  
Manetta Calinger
Keyword(s):  
High School ◽  
High School Students ◽  
Role Play ◽  
Thinking Skills ◽  
Learning Goals ◽  
Summative Evaluation ◽  
Diagnostic Process ◽  
Future Research ◽  
School Students ◽  
Emergency Medical

This chapter describes and defines role-play simulations. Reviews of two undergraduate role-play studies highlight the advantages and benefits of using simulations. Few secondary students participate in science or STEM role-plays during their high school careers. This chapter portrays the CyberSurgeons live simulation where teams of students use critical thinking skills and scientific knowledge to solve emergency medical problems. During their virtual mission students become part of an emergency medical team aboard a National Institutes of Health (NIH) mercy ship traveling up the Amazon River. Authors describe CyberSurgeons' learning goals, design features, mission day experiences, and the summative evaluation. Findings from the summative evaluation indicate that the CyberSurgeons program provides an authentic context for high school students to apply their knowledge of biology, physiology, and the diagnostic process to analyze data and make decisions as professionals in the biomedical field. Recommendations and future research considerations close this chapter.

CAPSULE: An Innovative Capstone-Based Pedagogical Approach to Engage High School Students in STEM Learning

2011 ◽  
Author(s):  
Abe Zeid ◽  
Sagar Kamarthi ◽  
Claire Duggan ◽  
Jessica Chin
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Learning Experience ◽  
College Level ◽  
Stem Learning ◽  
Abstract Concepts ◽  
Top Down ◽  
School Students ◽  
Pedagogical Approach

School children in general and high school students, in particular more often than not lose interest in STEM (science, technology, engineering, and math) education. Underrepresented and female students are even more discouraged by STEM courses. Our investigation and interviews with high school teachers cite that the main reason for such disinterest is the disconnect between school and reality. Students cannot relate the abstract concepts they learn in physics, biology, chemistry, or math to their surroundings. This paper discusses a new capstone project-based approach that closes this gap. This work is an outcome of an NSF funded project called CAPSULE (Capstone Unique Learning Experience). We use the top-down pedagogical approach instead of the traditional bottom-up approach. The top-down approach relates the abstract concepts to exciting open-ended capstone projects where students are engaged in designing solutions, like products to solve open-ended problems. This top-down approach is modeled after the college-level capstone design courses. The paper presents the model, its details, and implementation. It also presents the formative and summative evaluation of the model after deploying it in the Boston Public Schools, a system heavily populated by the targeted student groups.

Undoing Underachievement and Promoting Societal Advancement of Women and Girls

1998 ◽  
Vol 12 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Judy Lupart ◽  
Lorraine Wilgosh
Keyword(s):  
High School ◽  
High School Students ◽  
Business Community ◽  
Full Potential ◽  
College Level ◽  
School Students ◽  
Post Secondary ◽  
Women And Girls ◽  
Knowledge Intensive ◽  
Industry And Education

Yewchuck and Chatterton (1990) found stereotypical attitudes of others the strongest deterrent to career success for women. Wilgosh (1993) also examined how societal expectations of girls influence their failure to realize their full potential, particularly in mathematics and sciences. This paper focuses on undoing underachievement of women and girls. It is about a unique program that brings together training in high school and college-level mathematics and sciences and better linkages between schools, post-secondary institutions and the business community. The program contributes significantly in the preparation of students for skilled, technological occupations in a knowledge-intensive economy. The Shad Valley Program is a co-educational, residential summer program offered to gifted high school students at eight Canadian universities, dedicated to building bridges between industry and education, especially in the areas of science, technology, and entrepreneurship. A fifteen year retrospective study of its applicants and participants will provide direction for schools and businesses in the identification of key personal and educational experiences that contribute to increased levels of science literacy for both male and female students.

Sign in / Sign up

Export Citation Format

Share Document