Download Free The Dual Credit Phenomenon Book in PDF and EPUB Free Download. You can read online The Dual Credit Phenomenon and write the review.

The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of: • the scholarly literature on dual credit offered at high school and a variety of postsecondary settings; • underrepresented students’ experiences with the course(s), and • suggestions for future research and drivers that will influence its development. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well. This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including: state policies that regulate dual enrollment practice and the influence of state policy on local practice, the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality. This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Many critics of the secondary school system in America are suggesting the last two years of high school are a waste of time for many students. In addition, leaders in almost every state's educational system along with state legislators are looking for ways to shorten the time it takes to earn a baccalaureate degree. It is common for students to graduate in four-and-one-half to five-and-one-half years rather than the four intended for the degree. Community colleges and a few universities have undertaken reform through the creative program of dual-credit. This program allows those bright students to take college level classes that secondary schools now count toward high school diploma completion. In short, the student gets credit both ways. Other students enroll in technical and vocational programs with the community colleges and seek out potential new job skills or a career choice.
In this account of the Social Credit transformation, Alvin Finkel challenges earlier works which focus purely on Social Credit monetary fixations and religiosity.
Advancing the thesis that a contract between the political members of a community must lead to the highest form of social inclusion, Thomas Hobbes’s Leviathan (1651) has provided the groundwork for democracies around the world. Yet, Hobbes also states that this contract can only be upheld by a strong sovereign whose authority is derived from God. How can a democracy be defined, then, as truly inclusive when it essentially grows out of a theocracy that thinks about human beings in terms of “reduction”? In Democracy and the Divine: The Phenomenon of Political Romanticism Alexandra Aidler argues that despite modern democracy’s problematic heritage, one should not abandon its claims to religion. Articulating a democracy that is based on the religious principle of giving oneself to another, Aidler develops a political theology of democracy that is built upon two traditions in political thought that have rarely been examined thus far side by side for their contributions to this field: German Romanticism, as exemplified by Franz von Baader and Friedrich Schlegel, and the “theological turn” in French philosophy, as represented by Jacques Derrida and Jacques Rancière.
The second edition of Assessment for Excellence arrives as higher education enters a new era of the accountability movement. In the face of mandates such as results-based funding and outcomes-based accreditation, institutions and assessment specialists are feeling increasingly pressured to demonstrate accountability to external constituencies. The practice of assessment under these new accountability pressures takes on special significance for the education of students and the development of talent across the entire higher education system. This book introduces a talent development approach to educational assessment as a counter to prevailing philosophies, illustrating how contemporary practices are unable to provide institutions with meaningful data with which to improve educational outcomes. It provides administrators, policymakers, researchers, and analysts with a comprehensive framework for developing new assessment programs to promote talent development and for scrutinizing existing policies and practices. Written for a wide audience, the book enables the lay reader to quickly grasp the imperatives of a properly-designed assessment program, and also to gain adequate statistical understanding necessary for examining current or planned assessment policies. More advanced readers will appreciate the technical appendix for assistance in conducting statistical analyses that align with a talent development approach. In addition, institutional researchers will benefit from sections that outline the development of appropriate student databases.
"Throughout this guide you will find specific strategies for teaching--the kind of practical advice that circulates among veteran teachers whenever they gather together ..."--Page i
Do Not Look Outside. No Not Make Noise. Do Not Look At The Sky.The world ends in silence as bizarre entities from outer space descend on the Earth. The survivors must learn to live by three simple rules because to so much as catch a glance of the entities is to die. As they struggle, they're also forced to confront human evil, and another, even more dire threat that has taken the opportunity presented by the apocalypse to take dominion over the Earth.