Dillingham Foreign Study Program Evaluation. Final Report.

Autor/in	Holzmueller, Diana
Institution	Alaska Univ., Fairbanks. Center for Northern Educational Research.
Titel	Dillingham Foreign Study Program Evaluation. Final Report.
Quelle	(1974), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Preparation; Cross Cultural Studies; High School Students; Program Effectiveness; Program Evaluation; Rural Youth; School Holding Power; Self Concept; Student Adjustment; Study Abroad; Tables (Data); Alaska + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Programme evaluation; Programmevaluation; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Selbstkonzept; Adjustment; Adaptation; Studies abroad; Auslandsstudium; Tabelle
Abstract	The Dillingham (Alaska) Foreign Study Program Evaluation covers 3 school years (1970-71 through 1972-73). The program was an innovative direction for rural education in expanding the students' (predominantly Native American) experience during their senior year in high school, and offering early entrance into college. The Center for Northern Educational Research was asked to evaluate: (1) the increase in the students' entrance and success in college; (2) attitudinal changes occuring in their outlooks and future options; (3) the influence of the structure of the program on their success and how the structure differed every year. To measure the effects of the program on college entrance and success in each of the 3 years, the students' rates of entrance and success in college were compared to Native American students enrolled for the first time in the University of Alaska. Assessment of student attitudes toward themselves and their future were obtained (third year only) from: (1) a questionnaire asking if they had changed on the trip, and how; and (2) a questionnaire concerning occupational educational goals administered three times during the program. Some findings indicated that the increase in college entrance and success had: a large impact (1970-71); a sizeable impact (1971-72); and a good effect (1972-73). No definite conclusions were made about attitudinal changes in self-concept and future possibilities. However, the students' self-reports raised the possibility that some favorable results did occur. (AH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC