Show simple item record

dc.contributor.authorHealy, James J. (James Joseph), 1953-
dc.date.accessioned2010-06-15T23:07:46Z
dc.date.available2010-06-15T23:07:46Z
dc.date.issued2009-12
dc.identifier.urihttp://hdl.handle.net/1794/10457
dc.descriptionxiii, 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.abstractThe 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.sponsorshipCommittee 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 & Mgmten_US
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Educational Methodology, Policy, and Leadership, D. Ed., 2009;
dc.subjectEarly collegeen_US
dc.subjectAlternative pathwayen_US
dc.subjectAcademic behavioren_US
dc.subjectCollege readinessen_US
dc.subjectHigh school-postsecondary transitionen_US
dc.subjectHigh schoolen_US
dc.subjectEducational leadershipen_US
dc.subjectSecondary educationen_US
dc.subjectHigher educationen_US
dc.subjectEducation, Secondary
dc.subjectEducation, Higher
dc.titleA case study of students entering an early college high school: Changes in academic behavior perceptionsen_US
dc.typeThesisen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record