References



Vickie P. Murphy

Emmorfia McKinstry

= Annotated Bibliography   ﻿  =
 * Anonymous. May 27, 2011. Across the country, high school graduates will be transitioning…Republican & Hearald, p 11. Pottsville, PA. **

The article describes the many decisions that high school students face as they transition to college, the courses to take or whether to join an academic club. The most vital decision is financial. Students must learn the tricks to money management to use for their advantage.

This article is valuable because it shows the student how to take the right course, how to manage their finance, and not be late for classes. Also, it discusses that it is better to rent textbooks than to buy them saving money for students and parents.


 * Bernstein, L., Yamaguchi, R., Unlu, F., Edmunds, J., Glennie, E., Willse, J., & . . . (2010). Early findings from the implementation and impact study of early college high school. Society for Research on Educational Effectiveness, **** Retrieved from []. **

This article is about a longitudinal experimental research design that was conducted in North Carolina to examine the implementation and impact of Early College High School. It presents findings from the Student Opinion Survey about the student participants’ attitudes, behaviors, and engagement. This research was conducted on the campuses of two and four year colleges and universities. The research found that schools are implementing the Design Principals as intended. Students are reporting higher levels of support and interactions with school staff. Also, students have higher expectations of college attendance and frequent college facilities. However, they found limited impacts on student’s engagement, expectations, and attitudes towards school.

This research is important to my capstone project, because it outlines some of the concerns and strategies that are being implemented to improve high school student’s success when they enter college for the first time. Some of the concerns I will experience is if the students have successfully planned and prepared for the transitions. If they have not I will need to provide strategies to assist them with the transition. If they have I will need to make sure that what they have done is enough to ensure that they have a successful transition. I will also suggest other methods that will help with this big change.


 * Bernstein, M. W. & Kaufmann, Y. (2010). How to Survive Your Freshman Year (4th ed.). Atlanta, GA: Hundreds of Heads Book. **

The individuals who contributed, wrote, and edited this book are all advocates for students to have a successful college transition. It is based on interviews from hundreds of college students. This book provides some great advice on what first time college students should expect as they enter college. It tells them what they should and shouldn’t expect. There is advice from other college students, as well as college counselors and administrators. Their advice gives ideas and comments about what college life is all about. Also, there is a list of useful websites that first time college students could utilize and assist them on their college journey.

I would recommend this book to all first time college students. It provides great insight as to what college life is. Also, there are numerous advices from individual who have been first time college students. This book will help assist us with the capstone project, because there are a variety of checklists and notes that students can do to help them plan and prepare for college. The list of websites is a great added addition, because it provides resources that could further help the students.


 * Fowler, M., & Luna, G. (2009). High school and college partnerships: credit-based transition programs. American Secondary Education, 38(1), 62-76. Retrieved from EGSCOhost. **

From this article I learned about the history and benefits of credit-based transition programs between high schools and higher education. It demonstrated how forming partnerships helps to improve the success of high school students who enter college. Also, this article provides an overview of several transition programs that have proven to help address and possible solve some of the challenges that high school seniors face when starting college. It helps me to understand that this is an issue that has been around for awhile. We should start implementing various activities and programs much earlier in high school before the students graduate.

I was shown evidence of how credit-based transition programs help high school students make a successful transition to college. An overview of the strategies used was easily identifiable. I recognize that transitioning is a concern that still needs to be addressed. The sooner we address these issues the more the students will adapt and become with their transition.


 * Garcia Bedolla, L. (2010). Good ideas are not enough: considering the politics underlying students’ postsecondary transitions. Journal of Education for Students Placed at Risk (JESPAR), 15(1-2), 9-26. Retrieved from EBSCOhost. **

This journal article focuses on transitioning from high school to college or career, transitioning from adult school to college or career, and access to higher education. It outlines the importance of students continuing their education. This article was very interesting; because it also stressed the significance of collaborate efforts by identifying the role of schools and the community involvement in the transition process. The need to have support from family, schools, and the community when transitioning are very important to have a smooth, successful transition. It helps the students to know that they are not alone and have support when needed.

The article assisted us in identifying best strategies and practices for student’s success as they transition into college. There may be different strategies and practices required depending on the student learning styles, skill level, and participation in other activities. It is important to continue one’s education for future success. For example, it is important that students identify time management, study, and decision making skills.


 * Goodwin, R.N. (2008). An early college high school case study: Experiences that impact self-identified college readiness. Retrieved January 4, 2011 from proquest.umi.ezp.waldenulibrary.org. **

Goodwin findings from students is that there are opportunities taking college level classes during high school helps to prepare them academically, improve their cognitive skills, and encourages them to refine their academic behaviors.

This research will help because the students identified participating in college classes and student support services like a College Seminar provides positive foundation for college knowledge, but lack experience and knowledge in the financial aid process.


 * Guiffrida, D.A. (2008). Preparing rural students for large colleges and universities. Journal of School Counseling, 6(14), Retrieved from [] **

This research article provides details of challenges faced by rural students while they transition to large institutions and some of the reasons for their challenges. It also, provides suggestions to help provide counselors, teachers, administrators, and the community with assisting students with the big transition. Also, with careful planning and preparation students are more likely to stay in college and not drop out. A few recommendations that students can do to help them with a smooth transition are to visit a college campus and become familiar with it, participate in extracurricular activities, and take a role in teamwork activities.

I was provided with ideas and examples that can be implemented to help students transition smoothly into college. These ideas include things to do before they get on campus and after they are on campus. This will assist students in not selecting the wrong college, major or career choice. If the students participate in the capstone project, they will get the opportunity to visit a college campus and complete assignments in a group.


 * Hoffman, N., Vargas, J., & Santos, J. (2008). Blending High School and College: Rethinking the Transition. New Direction for Higher Education, (144), 15-25. Retrieved form EBSCOhost at [] **

This article discusses accelerated learning options and requirements for a successful transition. The accelerated learning options that were discussed are dual enrollment, dual enrollment pathways, and early college schools. The accelerated learning options help to blend high school and college work, which raises student’s academics. Dual enrollment options help students to become better prepared when they actually enter college, because they have already began the college experience. These programs are evidence that planning, preparing, and providing alternatives are all necessary to assist the students as they transition.

This article helps us to identify some of the strategies that are being implemented to assist with the challenges of transitioning to college. We will use some of these strategies in the capstone project. There will be a section that focuses on academics and strategies to assist with studying, time management, conflict resolutions, and decision making. It is important that a variety of strategies to be used, because we are dealing with students who have different learning styles.


 * Kahn, S., Castro, E., Bragg, D.D., Barrientos, J.I., & Baber. L. (2009, March). The college and career readiness act: Findings from evaluation – year one. Retrieved January 14, 2011 from [] **

This evaluation was done for one year and the five main purposes were to diagnose college readiness by aligning ACT scores to community college courses, reduce the remediation through college prep courses, successful transitions, and college readiness skills, to align high school and college curricula, provide the resources and academic support to the students, and develop evaluation process for measuring effective readiness programs.

The material is relevant to the project and school setting because it facilitated discussion and collaboration between high schools and the college. It provided the students with skills and knowledge for scoring higher on placement exams, and prepares the students to transition from high school to college. Establish partnerships with high schools to promote a CCR pilot program and recruit students.


 * Keup, Jennifer R. (2007). Great expectations and the ultimate reality check: Voices of students during the transition from high school to college. NASPA Journal, 44, 1. **

The research study interviewed students for information of student’s expectation about college. College recruiters and outreach programs should be implemented among high school counselors to provide information about the college that is realistic for the student’s personal development, academic experience, and interpersonal interactions.

This is relevant because the students come to college with no idea of what the college really have to offer, is it the right college for them, will they receive the right academic development, and how will they be able to interact.


 * Moltz, D. (2008). Easing the transition form high school to college. Inside Higher Education. Retrieved from []. **

This article is about community colleges that have a high school on their campus, which implemented the STEP program. The STEP program is different from other accelerated learning options, because these high school students interact with college faculty and students on a daily basis. The students take college credit without having to pay and in return they experience a smooth transition to college. This program helps to bridge the gap between high school and college. By intermingling in a college setting these students recognize the differences needed for this transition.

This is a great example of how planning and preparation can provide a smooth transition. Because these students interact on a college campus and took college courses, they know what to expect. By knowing what to expect, the students became comfortable with the college environment. After reading this article, I became full of ideas and motivation for various projects that could be implemented. I recognize that the beginning phases of transitioning should begin before high school students’ graduate.


 * Northern Montana State University. (2010, June 15). The big difference between high school and college. Retrieved from []. **

This article discusses the differences between high school and college. It provides future students who are beginning this transition with a list of differences that one can expect in any transitioning scenario. There are differences in the way that students learn. The classroom will be organized differently. Also, grading will be different. Another focus that students should pay extra attention to is how courses are taught. In high school everyone basically does the same assignment, but in college there could be a requirement that each student design their own project based on the material being taught. Rules and regulations for college are different from high school. College students have to take on a more responsible role on their college journey.

I found this article to be a reminder of key ideas that are sometimes often overlooked. It provides a listing of several differences that students should become aware of. Many high school students enter college with the mentality of a high school student. Through careful planning and preparation, high school students can become ready for this transition.


 * Owen, P. (2010). A transition checklist for high school seniors. School Library Monthly, 26(8), 20-23. Retrieved from EBSCOhost. **

This article is a checklist for high school seniors who are transitioning to college. Information for this article was obtained from Information Literacy Research. It discusses some predictions about how half of the students who enter college will fail, because of their inability to locate and use information. The article talks about the skills high school seniors need, but lack. A lack of research skills is one example. This article also, suggests how schools librarians can collaborate with school teachers to develop a plan of action that will help high school students increase their skill level in research abilities.

This article will assist in the capstone project, because one of their tasks for this project will involve the participants to conduct research and present their findings. They will have to utilize technological tools, critical thinking skills, and collaborate with each other. The students will be provided with a checklist. It is very important that the participants recognize how to search for information. Also, it is important that they know what to do with the information that they find.


 * Owen, P. (2010, April). A transition checklist for high school seniors. School Library Monthly, XXVI, 8. **

The article discusses the skills that students need, how school librarians can help, check off student skills, assess the confidence of the student, and revise the curriculum. Some have predicted that half of the students that enter college in the 21st century fail to earn a degree and the contributing factor is their inability for finding and using information.

This relevant information allows for development of a plan of action to develop a checklist that is based on the skills of the student that is college bound and provide a tool that is flexible for the school librarian, students, parents, and classroom teachers. It can be used to check off the skills that the student already know, assess their confidence in researching skills, and revise library curriculum and instruction.


 * Owen, P. (2010, April). Headsup!: A checklist for transitioning to college. School Library Monthly XXVI, 8. **

This article discusses giving an assignment to students in their senior year that integrates the assignment in the first-year information literacy skills that is expected on a college level. Included in this assignment were the instructional roles of the teacher, school librarian, and a visiting librarian collaborating to plan and instruct the three day lesson.

This is relevant because it shows how you can prepare the students by giving them an assignment showing the difference between college assignments and high school assignment. They get to learn firsthand the in and out of a particular college.


 * Smith, W.L. and Zhang, P. (2009, June). Students’ perceptions and experiences with key factors during the transition from high school to college. CollegeStudent Journal, 43, 2, pp 643-657. **

The research found that high school should pay more attention to the needs of college bound students. College academic advisors are primarily helpful for students that are disadvantaged with low GPAs. High schools and colleges should work together for ensuring college bound students will receive academic assistance needed for making a smooth transition to college.

It is relevant in being sure that the student’s transition is smooth by providing them with all of the information that they need. Be sure that they receive the specific facts that they need on important issues that will impact their educational outcomes.


 * Smith, W., & Zhang, P. (2009) Students’ perceptions and experiences with key factors during the transition from high school to college. College Student Journal, 43(2), 643-657. Retrieved from EBSCOhost. **

This research article is about the regularity of activities that are linked to the transitioning process. The research was conducted at a medium-sized state university in the Southeast called Carnegie Doctoral-Research University. The survey was 9 pages long and had 53 questions. This research explored students’ perceptions of helpfulness of eight variables. This research tends to answer a variety of questions about transitioning. Some examples of the questions are how helpful students' perceptions and experiences, certain individuals, orientation programs, and the first-year seminar in the transition experience of students from high school to college and what specifically, based on students' perceptions and experiences, do certain individuals, orientation programs, and the first-year seminar do to facilitate the transition experience of students from high school to college?

This article helped to demonstrate that what students perceive to be helpful and best for them is not all that helpful or beneficial. Also, this research helped to provide a picture of what influences those specific factors have on the issues and challenges that impact students when they transition. By being able to identify those influences and factors students can better prepare and plan.


 * Welcome to the local planning system. Career and Technical Education Growing 21st Century Skills. Retrieved January 3, 2011 from http://ctelps.dpi.state.nc.us **

This article explains how young people get started through Career and Technical Education (CTE) courses. The program contributes for broad educational achievement of students and uses the Local Planning System (LPS) for strategic planning and manages performance.

It is relevant by making sure that students are getting started with the right programs to ensure that they have a smooth transition. It helps students to get on the pathway toward productive employment and citizenship.


 * Work – Based Leaning Opportunities. Career and Technical Education Growing 21st Century Skills. Retrieved January 3, 2011 from [|http://ctelps.dpi.state.nc.us] **

In Craven County Schools opportunities are available to assist students in reaching their career goals in Internship, Cooperative Education Program, Apprenticeships, Shadowing, Field Trips, and Clinical Experiences.

This is relevant because students are allowed the opportunity to explore different areas of career interest that is aligned with the student’s career pathway and goal.


 * The EDGE: Earn A Degree, Graduate Early. Craven County Schools/Craven Community College. Retrieved January 3, 2011 from http://www.craven.k12.nc.us. **

EDGE represents the CCS/CCC College Tech Prep Consortium to maintain the communication necessary for successful College Tech Prep program. To help transition students into higher education it collaborate efforts through articulation, professional development, work-based experiential learning opportunities and evaluation, comprehensive career guidance. The strategic direction is optimum student achievement, safe and inviting learning and working environment, and efficient and effective operations. This is relevant with Craven County Schools and Craven Community College working together toward the goals to make the transition easy from high school to college. Their goals are to have high performing systems of learning, and meet federal, state, and local safety standard.