scholarly journals Shifting College Majors in Response to Advanced Placement Exam Scores

2016 ◽  
Author(s):  
Christopher Avery ◽  
Oded Gurantz ◽  
Michael Hurwitz ◽  
Jonathan Smith
Keyword(s):  
Advanced Placement ◽  
College Majors ◽  
Exam Scores ◽  
Placement Exam

scholarly journals Shifting College Majors in Response to Advanced Placement Exam Scores

2017 ◽  
Vol 53 (4) ◽  
pp. 918-956 ◽  
Author(s):  
Christopher Avery ◽  
Oded Gurantz ◽  
Michael Hurwitz ◽  
Jonathan Smith
Keyword(s):  
Advanced Placement ◽  
College Majors ◽  
Exam Scores ◽  
Placement Exam

scholarly journals Shifting College Majors in Response to Advanced Placement Exam Scores

2016 ◽  
Author(s):  
Christopher Avery ◽  
Michael Hurwitz ◽  
Jonathan Smith
Keyword(s):  
Advanced Placement ◽  
College Majors ◽  
Exam Scores ◽  
Placement Exam

scholarly journals Giving College Credit Where It Is Due: Advanced Placement Exam Scores and College Outcomes

2017 ◽  
Vol 35 (1) ◽  
pp. 67-147 ◽  
Author(s):  
Jonathan Smith ◽  
Michael Hurwitz ◽  
Christopher Avery
Keyword(s):  
Advanced Placement ◽  
College Outcomes ◽  
College Credit ◽  
Exam Scores ◽  
Placement Exam

Successful AP Music Theory Instruction: A Case Study

2017 ◽  
Vol 36 (2) ◽  
pp. 53-61
Author(s):  
Nathan O. Buonviri
Keyword(s):  
Instructional Strategies ◽  
Advanced Placement ◽  
Music Theory ◽  
Qualitative Data ◽  
Music Educators ◽  
Asking Questions ◽  
Field Notes ◽  
Attention To Students ◽  
Placement Exam

The purpose of this case study was to examine the instructional approach of a highly successful Advanced Placement Music Theory teacher. I visited the participant’s class twice a week for 14 weeks, taking field notes, conducting interviews, and collecting instructional artifacts. Analysis of qualitative data revealed three main themes: classroom atmosphere, instructional strategies, and the Advanced Placement exam. The participant’s classroom atmosphere was built on effective pacing, student rapport, and an active, open learning environment. His instructional strategies included offering individual attention to students, asking questions to model thinking, and connecting sight to sound. He used the Advanced Placement exam as both an instructional guidepost and motivational tool. Implications for music educators include the need to focus on specific approaches conducive to successful theory teaching, which may share both similarities and differences with approaches they use when directing ensembles.

Advanced Placement English Exam Scores

2016 ◽  
Vol 48 (7) ◽  
pp. 685-716 ◽  
Author(s):  
Bevan Koch ◽  
John R. Slate ◽  
George W. Moore
Keyword(s):  
Advanced Placement ◽  
Advanced Placement English ◽  
Exam Scores

Current and future direction of the advanced placement exam

1999 ◽  
Vol 31 (1) ◽  
pp. 358
Author(s):  
Mark Stehlik ◽  
Susan H. Rodger ◽  
Kathy Larson ◽  
Alyce Brady ◽  
Chris Nevison
Keyword(s):  
Advanced Placement ◽  
Future Direction ◽  
Placement Exam

An Exploration of Factors That Predict Advanced Placement Exam Success for Gifted Hispanic Students

2019 ◽  
Vol 30 (4) ◽  
pp. 441-462
Author(s):  
Amy K. Graefe ◽  
Jennifer A. Ritchotte
Keyword(s):  
Academic Success ◽  
Advanced Placement ◽  
Hispanic Students ◽  
Positive Impact ◽  
Gifted Students ◽  
Future Research ◽  
Prior Literature ◽  
Race Ethnicity ◽  
Placement Exam

Hispanic students participate in advanced programming at a much lower rate than their White peers. Although Advanced Placement (AP) can have a positive impact on future academic success and attainment of long-term goals, limited research has investigated factors that contribute to AP success for gifted Hispanic students. This study examined factors potentially predictive of success on AP exams for gifted Hispanic students. Contrary to prior literature, findings revealed that race/ethnicity was not a factor that significantly affected AP success for these gifted students. In addition, when examining the performance of all the Hispanic AP students, the only factor that significantly contributed to passing an AP exam was identification as gifted. Implications for practice and suggestions for future research are discussed.

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