从过去学习:双重学分

Nicole Mansell, M. Justice
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引用次数: 9

摘要

本研究涉及识别、分类和比较与合格双学分高中学生决定在传统高中或早期大学高中注册或不注册双学分课程相关的关键事件。本研究的目的是(a)确定符合条件的学生决定在传统高中或大学早期高中注册双学分课程的原因,以及(b)确定符合条件的学生选择传统高中和大学早期高中的原因。本定性研究采用的研究方法是由John Flanagan于1954年开发的关键事件技术(Critical Incident Technique, CIT)。该研究采用书面调查方式获取人口统计信息和关键事件数据。这项研究是由传统高中和大学预科高中的指定高中辅导员进行的。两所学校都在同一个学区。该研究的参与者总数为139人。研究人员在双信用专家小组的帮助下,确定、分类、统计并报告了总共643个事件:340个有效的关键事件和303个无效的关键事件。对于传统高中和大学预科高中的学生来说,“激励与挑战”是他们选择双学分课程最常见的原因。这两种类型的学生还表示,“文化/氛围”是他们选择就读一所学校而不是另一所学校的首要原因。未被录取的传统高中学生将“先修课程”列为他们选择不参加双学分课程的首要原因。这些学生还表示,“文化/氛围”是他们选择传统高中而不是大学早期高中的主要原因。未被大学提前录取的高中生将“个人障碍”列为未被双学分录取的主要原因。这也是早期大学生选择早期大学而不是传统高中的首要原因。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning from the Past: Dual Credit
This study involved identifying, categorizing, and comparing critical incidents related to qualifying dual credit high school students’ decisions to enroll or not to enroll in dual credit coursework in either a traditional or early college high school. The purpose of the study was (a) to identify the reasons qualifying students decide to enroll in dual credit courses in a traditional or early college high school and (b) to identify the reasons qualifying students choose the traditional versus the early college high school. For this qualitative study, the research method employed was the Critical Incident Technique (CIT) developed by John Flanagan in 1954. The study employed a written survey to obtain demographic information and the critical incident data. The study was conducted by appointed high school counselors at both high schools—traditional and early college. Both schools were located within the same school district. Total participants in the study totaled 139. The researcher, along with the help of a dual credit expert panel, identified, categorized, counted, and reported a total of 643 incidents: 340 effective and 303 ineffective critical incidents. For both enrolled traditional and early college high school students, “Incentives and Challenges” was the most frequent reason students cited for enrolling in dual credit. Both types of students also indicated “Culture/Atmosphere” as the top reason they chose to attend one school versus the other. Not enrolled traditional high school students cited the “Advanced Placement Course” category as the top reason they chose not to enroll in dual credit. These students also cited “Culture/Atmosphere” as the main reason they chose the traditional versus the early college high school. Not enrolled early college high school students cited “Personal Hindrances” as the key reason for not enrolling in dual credit. This same category was also cited as the top reason that early college students gave for choosing the early college versus the traditional high school.
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