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Full-Text Articles in Education
An Examination Of College Persistence Factors For Students From Different Rural Communities: A Multilevel Analysis, Andrew Hudacs
An Examination Of College Persistence Factors For Students From Different Rural Communities: A Multilevel Analysis, Andrew Hudacs
Graduate College Dissertations and Theses
Students transitioning into college from public school require more than just academic readiness; they also need the personal attributes that allow them to successfully transition into a new community (Braxton, Doyle, Hartley III, Hirschy, Jones, & McLendon, 2014; Nora, 2002; Nora, 2004; Tinto, 1975). Rural students have a different educational experience than their peers at schools in suburban and urban locations (DeYoung & Howley, 1990; Gjelten, 1982). Additionally, the resources, culture, and educational opportunities at rural schools also vary among different types of rural communities. Although some studies have examined the influence of rural students' academic achievement on college access …
Rutland City Public School At Risk Youth Mentorship, Michael J. Marallo
Rutland City Public School At Risk Youth Mentorship, Michael J. Marallo
Family Medicine Clerkship Student Projects
This after school program’s purpose is to address the unique challenges of Rutland, VT Middle/High School students with multiple psychosocial risk factors (as determined by comparison to the ACE questionnaire) through mentorship, health and life skills education, and by guiding the development of positive coping skills. Activities will allow for self-expression outside of the classroom in a safe environment. Focus will be placed on assisting paraeducators and teachers with meeting goals that are appropriate for each individual student.
High School Principal Leadership For The Implementation Of A Personalized Proficiency Education Paradigm In The State Of Vermont, Jennifer Stainton
High School Principal Leadership For The Implementation Of A Personalized Proficiency Education Paradigm In The State Of Vermont, Jennifer Stainton
Graduate College Dissertations and Theses
As of 2014, the State of Vermont adopted a policy package directing schools to implement a new way of educating and graduating students. Vermont’s Act 77 and Education Quality Standards require schools to identify specific skills and knowledge students must be proficient in to graduate and ensure each student has a personalized experience. Vermont’s tradition of local control means high school principals are leading change in their schools. How high school principals are understanding, valuing, and acting to lead the implementation of Vermont’s policies for personalized, proficiency-based education therefore varies by location. The purpose of this multiple case study was …