Literaturnachweis - Detailanzeige
| Autor/inn/en | Alsup, Philip; Depenhart, Joseph |
|---|---|
| Titel | College Persistence of Dual-Enrolled High School Students When Considering Modality of Dual-Enrollment Course Delivery |
| Quelle | In: Journal of College Student Retention: Research, Theory & Practice, 25 (2023) 1, S.170-186 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Alsup, Philip) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1521-0251 |
| DOI | 10.1177/1521025120973955 |
| Schlagwörter | High School Students; Dual Enrollment; College Students; Academic Persistence; School Location; Online Courses; Grade 11; Grade 12; Foreign Countries; Canada |
| Abstract | Dual-enrollment programs are a fixture in American secondary education and allow high school students the opportunity to receive college credits while attending high school. However, whether the location of a dual-enrollment course encourages college persistence is not fully understood. Student Integration Theory and Psychological Theory are applied to various modes of dual-enrollment course delivery. The "College Persistence Questionnaire" ("CPQ") measured college persistence of 101 dual-enrolled high school students taking college courses at either a high school or at a community college. An ANOVA revealed a significant difference (p < 0.01) in college persistence based on course location with students taking courses on the college campus having higher persistence. The researchers concluded that location of a dual enrollment course is a significant factor when evaluating college persistence. Implications for practice are offered. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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