Students' Learning Experiences in an Early College High School

Autor/in	Ongaga, Kennedy O.
Titel	Students' Learning Experiences in an Early College High School
Quelle	In: Peabody Journal of Education, 85 (2010) 3, S.375-388 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	High Schools; High School Students; Learning Experience; Access to Education; Articulation (Education); Dual Enrollment; School Restructuring; Student Attitudes; Data Collection; Focus Groups; Interviews; Acceleration (Education); Disproportionate Representation; Academic Support Services; College Preparation; Teacher Student Relationship; Teacher Expectations of Students; Influences; Time Management; North Carolina + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Lernerfahrung; Education; Access; Bildung; Zugang; Bildungszugang; Articulation; Artikulation (Ling); Artikulation; Aussprache; Doppelstudium; Schulreformplan; Schulumwandlung; Schülerverhalten; Data capture; Datensammlung; Interviewing; Interviewtechnik; Acceleration; Beschleunigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Influence; Einfluss; Einflussfaktor; Zeitmanagement
Abstract	Early College High Schools (ECHS) are at the forefront of high school reform embodying the principles of rigor, relationship, and relevance. This study examines students' learning experiences in the context of relationships and rigor at an ECHS. Specifically, I investigate factors that influence students to attend an ECHS, what they attribute to their academic success, and the challenges they experience. I draw upon data from individual and focus group interviews with students at one 3-year-old ECHS in southeastern North Carolina. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10