Download or read book An Investigation of Academic and Non academic Variables which are Associated with College and Career Readiness written by Kevin Wayne Brown and published by . This book was released on 2015 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing students for college and career readiness continues to be a struggle for many urban districts such as Madison Metropolitan School District (MMSD). The purpose of the study is to examine the relationship between the academic and non-academic factors and the mathematical college preparedness of high school seniors. The study was conducted in MMSD and focused on seniors’ perceptions regarding academic and social integration factors that predict college readiness. The study also analyzed 12th grade students’ records that validated courses completed by the end of the senior year. The study was guided by the research question: What academic and non-academic factors predict mathematical college preparedness for high school seniors in the Madison Metropolitan School District? This study employed a descriptive mixed methods study and quantitative research approach. Two sample frames of high school students were selected to participate in this investigation. The first sample consisted of 499 12th grade high school students. These students were surveying concerning their perceptions regarding their career and college readiness as measured by social and academic integration. The findings that WKCE math score, 1st Time College Goer, ACT math score, and parents’ education level were significant predictors of college preparedness. The study also points to significant non-academic variables (peer and family support, personal study skills, and ability to comprehend content) as essential factors for college preparedness.

Download or read book An Investigation of Intellectual and Non intellectual Variables as Predictors of Academic Success of High Risk College Freshmen at Southern Illinois University at Carbondale written by Harriet E. Wilson and published by . This book was released on 1978 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book College and Career Readiness written by David L. Schmitz and published by . This book was released on 2015 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose for this study was to examine the relationship between adolescent identity development, relevance, and rigor among high school students. The premise under investigation is rooted in the concept of building rigor through relevance. Students who have engaged in personal exploration and commitment to certain ideological and interpersonal issues, specifically personal and occupational identity (Erikson, 1982; Marcia, 2002; Super, 1980) are purported to find increased relevancy in their coursework (Crumpton & Gregory, 2011) and in turn engage in more rigorous studies. This study used a profile of high school seniors to explore the relationship between adolescent identify development, student participation in relevance building activities, and engagement in academic rigor. This cross-sectional study utilized quantitative methods to analyze archival survey, transcript, and performance data on student engagement in relevance, rigor, and identity producing activities (Fink, 2009). A Midwest school district, granting access to archival data, had engaged in extensive research on relevance, rigor, and identity. A review of literature resulted in the emergence of six factors related to college and career readiness. The focus on career exploration, adult guidance and support, career planning, occupational identity status, academic intensity, and performance benchmarks were aligned with the research questions for this study. Findings of the study revealed students had positive experiences with adult guidance and support and career planning. Students reported parents or guardians and teachers as having a significant influence on their career aspirations, while counselors were viewed in a less significant role. Perceptions of career exploration experiences were reported low, however a lack of workplace experience was found as a key factor in that finding. Students in the study were found to have engaged in overall low levels of academic intensity which was consistent with the literature on academic rigor. A key finding was that adolescent identity status matters in relation to academic rigor and relevance. Exploration of individual passions and interests followed by commitment to an occupational identity was found to be related to engagement in rigor and relevance. The study provided insight into the relationship between adolescent identity development, relevance, and rigor among high school students. However, additional questions about this relationship emerged during the study. Further research into the role of school counselors as leaders, impact of workplace experience on occupational identity development, exploration of how identity develops over time, analysis of career exploration variables related to identity, and exploration of findings for ACT composite will support more clarity in the arena of college and career readiness.

Download or read book Understanding and Interpreting Educational Research written by Ronald C. Martella and published by Guilford Press. This book was released on 2013-04-18 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly text takes a learn-by-doing approach to exploring research design issues in education and psychology, offering evenhanded coverage of quantitative, qualitative, mixed-methods, and single-case designs. Readers learn the basics of different methods and steps for critically examining any study's design, data, and conclusions, using sample peer-reviewed journal articles as practice opportunities. The text is unique in featuring full chapters on survey methods, evaluation, reliability and validity, action research, and research syntheses. Pedagogical Features Include: *An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples. *Research example boxes showing how studies are designed to address particular research questions. *In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions. * Electronic Instructor's Resource Manual with Test Bank, provided separately--includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints.

Download or read book Defining and Working Toward College and Career Readiness written by Diettra R Engram and published by . This book was released on 2012 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current definitions of college and career readiness focus heavily on students' academic achievement. The researcher suggests the need for a clear and comprehensive definition of college and career readiness that all educational stakeholders can aspire to. The researcher offers such a definition, identifying key academic and non-academic factors that foster college and career readiness.

Download or read book An Investigation of Some Non academic Factors Related to Academic Performance at Westminster College written by Gale L. Fuller and published by . This book was released on 1962 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Broadening the Definition of College and Career Readiness written by Krista Mattern and published by . This book was released on 2014 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: A hallmark of the US education system is the opportunity afforded to students to pursue education and career paths of their own choosing. This flexibility and autonomy, however, has drawbacks. Students must navigate a series of complex and often disconnected environments, as well as numerous decision points, before they attain a fulfilling career. The purpose of this paper is to demonstrate that while core academic skills are necessary, they are not sufficient for academic and workplace success, and that a holistic approach to College and Career Readiness is needed. This paper is divided into five sections. Section 1 summarizes the current evidence on both the importance of having a well-educated nation and the reality that the current educational system is leaving a large percentage of students unprepared for college and work. Potential solutions to better foster College and Career Readiness are proposed, Section 2 describes previous attempts to operationalize College and Career Readiness and their limitations, notably the narrow focus on core academic skills, Section 3 includes a review of the existing empirical evidence on the predictors of educational and workplace success, and clearly indicates that success in education and at work is a function of a wide range of cognitive and noncognitive skills, Section 4 addresses some of the barriers that have impeded the inclusion of noncognitive skills in definitions, assessments, and reporting of College and Career Readiness. Section 5 describes ACT's move toward a more holistic approach to College and Career Readiness.

Download or read book Understanding the Working College Student written by Laura W. Perna and published by Taylor & Francis. This book was released on 2023-07-14 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: How appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments?Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students.The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work? This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes. The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.

Download or read book Thrivers and Divers written by Graham Beattie and published by . This book was released on 2016 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: We collect a comprehensive set of non-academic characteristics for a representative sample of incoming freshman to explore which measures best predict the wide variance in first-year college performance unaccounted for by past grades. We focus our attention on student outliers. Students whose first-year college average is far below expectations (divers) have a high propensity for procrastination - they self-report cramming for exams and wait longer before starting assignments. They are also considerably less conscientious than their peers. Divers are more likely to express superficial goals, hoping to 'get rich' quickly. In contrast, students who exceed expectations (thrivers) express more philanthropic goals, are purpose-driven, and are willing to study more hours per week to obtain the higher GPA they expect. A simple seven-variable average of these key non-academic variables does well in predicting college achievement relative to adding more variables or letting a machine-algorithm choose. Our results, descriptive in nature, warrant further research on the importance of non-linearities for the design and targeting of successful interventions in higher-education

Download or read book The Influence of Teacher and Institutional Support on Academic Self efficacy Academic Outcome Expectations and Academic Interest written by Maureen Quiles Ponce and published by . This book was released on 2018 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: While college and career readiness benchmarks were created to provide evidence that a student is academically ready to succeed in a post-secondary educational setting, many high school graduates do not reach these academic benchmarks, and of students who go on to college, many do not complete their bachelor’s degree. Furthermore, current college and career readiness markers neglect to consider non-academic factors despite research suggesting that psychosocial factors strongly influence readiness beyond academic performance. The literature supports the premise that other powerful forces, namely social-cognitive factors also shape learning and performance, which in turn shapes academic and career outcomes. Self-efficacy emerged as an important social-cognitive factor which can influence academic readiness and by extension, college and career readiness as it affects the ability to adapt and meet varying academic demands and is a key construct in career identity development and interest development. To address this gap, this quantitative study used a modified model of Social Cognitive Career Theory to examine the influence of the learning environment on the academic self-efficacy beliefs, academic outcome expectations, and academic interest of undergraduate college students. The primary research focus was to study the relationship of the students’ perceptions about the level of teacher and institutional support to their beliefs about their ability to complete academic tasks, expected outcomes, and academic interests or persistence. Data was collected from 158 undergraduate college students to answer the research questions. The results of the study found that academic interest was statistically significant in mean between upper and underclassman undergraduate college students. Teacher support explained a significant amount of variance in academic self-efficacy and academic outcome expectations. Additionally, academic self-efficacy and academic outcome expectations were correlated. Institutional support explained a significant amount of variance in academic outcome expectations, and academic outcome expectations explained a significant amount of variance in academic interest. Finally, no relationship was observed between institutional support to academic self-efficacy nor between academic self-efficacy and academic interest. Implications, limitations, and further research recommendations are discussed for school counselors, teachers, administrators, and counselor educators as they relate to addressing the college and career readiness needs of the student.

Download or read book International Handbook for Policy Research on School Based Counseling written by John C. Carey and published by Springer. This book was released on 2017-10-04 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook examines policy research on school counseling across a wide range of countries and offers guidelines for developing counseling research and practice standards worldwide. It identifies the vital role of counseling in enhancing students’ educational performance and general wellbeing, and explores effective methods for conducting policy research, with practical examples. Chapters present the current state of school-based counseling and policy from various countries, focusing on national and regional needs, as well as opportunities for collaboration between advocates and policymakers. By addressing gaps in policy knowledge and counselor training, the Handbook discusses both the diversity of prominent issues and the universality of its major objectives. Topics featured in this handbook include: The use of scoping reviews to document and synthesize current practices in school-based counseling. Contemporary public policy on school-based counseling in Latin America. Policy, capacity building, and school-based counseling in Eastern/Southern Africa. Public policy, policy research, and school counseling in Middle Eastern countries. Policy and policy research on school-based counseling in the United Kingdom. Policy research on school-based counseling in the United States. The International Handbook for Policy Research in School-Based Counseling is a must-have resource for researchers, graduate students, clinicians, and related professionals and practitioners in child and school psychology, educational policy and politics, social work, psychotherapy, and counseling as well as related disciplines.

Download or read book An Investigation of Selected Non intellectual Variables and Their Relationship to College Academic Achievement written by Mary Elizabeth McClelland and published by . This book was released on 1969 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Becoming a Student Ready College written by Tia Brown McNair and published by John Wiley & Sons. This book was released on 2016-07-25 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.

Download or read book Unpacking College Readiness An Investigation of the Predictors of Postsecondary Success Among First Time Freshmen Through Structural Equation Modeling written by Terri Marie Iler and published by . This book was released on 2016 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite increases in college enrollment nationally, student postsecondary outcome data are less impressive. Among the root causes identified in the research as contributing to prolonged time-to-degree and low graduation rates lies a core problem: students are un- or under-prepared for college. College completion data also speak towards an undercurrent of inequality, as the higher education sector remains stratified along racial and socioeconomic lines. This study centered on the interrelationships between multiple "college readiness" factors and the complex process by which they collectively influenced college success. While the construct of college readiness tends to be conceived as a conglomerate of abilities and knowledge that are universally needed by all students, I strove to explore the ways predictors of postsecondary success vary by student group (i.e., sex and race) and field of study. In this study, I sought to unpack college readiness through the investigation of the interrelationships between the contexts, dispositions, and habits of incoming first-time freshmen (FTF) and their long-term postsecondary outcomes. As I investigated multiple independent and dependent variables, I employed structural equation modeling (SEM). SEM was particularly well suited to the exploration of this complex phenomenon as it allowed me to specify a number of measurement models - each with multiple indicators - in my analysis of variable relationships, which cannot be performed through traditional regression analysis. To achieve my study aims, I partnered with California State University, Long Beach (CSULB), and utilized a dataset for the Fall 2008 incoming FTF cohort (N = 1793). Data culled from the students' responses on the Cooperative Institutional Research Program (CIRP) Freshman Survey were merged with postsecondary outcome variables to allow for a longitudinal analysis of students' multiple-year trajectories at the University. Overall, among the 2008 FTF cohort at CSULB, contextual affordances of students' pre-college environments (i.e., their communities, schools, and families) exerted influence on their academic and standardized test performance in high school. In addition to the impacts of context, the frequency with which students engaged in productive habits of mind positively influenced their high school performance. In turn, traditional academic preparedness metrics impacted students' formation of their academic self-efficacy as well as their expectations of future performance in college. While academic self-efficacy ratings and performance expectations were relatively high for this incoming cohort, these factors were not significant predictors of students' eventual postsecondary performance and culmination. Instead, measures of academic preparedness appeared to be the most salient. Furthermore, an investigation of these interrelationships across student groups (i.e., sex, race, and major) revealed both commonality and divergence; however, further analysis should be conducted to parcel out the ways college readiness takes shape at the nexus of sex, race, and major. Ultimately, findings from this study can provide K-12 and higher education institutions (particularly large, public four-year universities) a more nuanced understanding of the complex inner workings of college readiness indicators and their varying impacts on students' postsecondary success. These findings can also empower educators in their efforts to more seamlessly prepare and support students as they progress along the K-16 continuum, so students are better positioned to succeed in college.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1980 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.