Literaturnachweis - Detailanzeige
Autor/inn/en | Kaniuka, Theodore Stefan; Vickers, Melinda |
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Titel | Lessons Learned: How Early College High Schools Offer a Pathway for High School Reform |
Quelle | In: NASSP Bulletin, 94 (2010) 3, S.165-183 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0192-6365 |
DOI | 10.1177/0192636510384982 |
Schlagwörter | High Schools; High School Students; Disproportionate Representation; Minority Group Students; Achievement Gap; Educational Change; Higher Education; Acceleration (Education); Dual Enrollment; College Preparation; Educational Environment; Educational Objectives; Educational Improvement; Graduation Rate; College Attendance; Academic Achievement; Instructional Effectiveness; North Carolina; United States High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Acceleration; Beschleunigung; Doppelstudium; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Teaching improvement; Unterrichtsentwicklung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Schulleistung; Unterrichtserfolg; USA |
Abstract | In 2002, Early College High Schools Initiative became a reality across the United States for students and educators looking for ways to improve student graduation rates, college attendance, and overall student achievement. This mixed method case study found that (a) the early college high school environment supported the academic success of disadvantaged and underrepresented students, (b) during subsequent conversations with teachers, students, and the administration, it was revealed that these stakeholders readily identified critical success factors, and (c) there was a high degree of agreement on what these factors were--high expectations, purposeful actions, and meaningful relationships. (Contains 4 tables.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |