A case study of students entering an early college high school: Changes in academic behavior perceptions

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dc.contributor.author Healy, James J. (James Joseph), 1953-
dc.date.accessioned 2010-06-15T23:07:46Z
dc.date.available 2010-06-15T23:07:46Z
dc.date.issued 2009-12
dc.identifier.uri http://hdl.handle.net/1794/10457
dc.description xiii, 153 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. en_US
dc.description.abstract The purpose of this study was to learn more about the transition experiences of one group of high school students ( N = 75) as they began attending one alternative pathway: an Early College High School program on a community college campus. A four-part conceptual framework of college readiness provided a structure from which to explore the experiences of students in the college environment. One of the four framework areas--academic behaviors (self-management)--was the focus of this study. Data were collected by means of a pre-post survey, student interviews, and staff interviews in order to understand better the college readiness perceptions of the students, principally as evidenced by changes in their academic self-management behaviors. The survey data were organized into pre-post group comparisons and were reported in terms of descriptive statistics. The data from semi-structured interviews with participants provided additional insight into changes in the academic and social behaviors of the students. Results indicate that students' academic behaviors changed during the first term of college. Over the eight survey domains measured, mean scores generally increased moderately between the pre and post surveys in several domains associated with academic behaviors, with two key domains--self-awareness and learning habits (i.e., learning strategies/study habits)--showing the most growth. Additionally, student interview comments demonstrated changes at the end of their first term of ECHS in their study habits and in their ownership of their school efforts. The overall changes in students' academic behaviors imply that they learned new skills as a result of participation in the ECHS program. en_US
dc.description.sponsorship Committee in charge: David Conley, Chairperson, Educational Methodology, Policy, and Leadership; Philip McCullum, Member, Educational Methodology, Policy, and Leadership; Christopher Murray, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmt en_US
dc.language.iso en_US en_US
dc.publisher University of Oregon en_US
dc.relation.ispartofseries University of Oregon theses, Dept. of Educational Methodology, Policy, and Leadership, D. Ed., 2009;
dc.subject Early college en_US
dc.subject Alternative pathway en_US
dc.subject Academic behavior en_US
dc.subject College readiness en_US
dc.subject High school-postsecondary transition en_US
dc.subject High school en_US
dc.subject Educational leadership en_US
dc.subject Secondary education en_US
dc.subject Higher education en_US
dc.subject Education, Secondary
dc.subject Education, Higher
dc.title A case study of students entering an early college high school: Changes in academic behavior perceptions en_US
dc.type Thesis en_US

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