scholarly journals College and career ready? A snapshot of 12th grade national FFA members

2020 ◽  
Keyword(s):  
College And Career ◽  
12Th Grade ◽  
College And Career Ready

College/Career Success Skills: Helping Students Experience Postsecondary Success

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Elizabeth Villares ◽  
Greg Brigman
Keyword(s):  
Career Success ◽  
Cognitive Strategies ◽  
Learning Skills ◽  
College And Career ◽  
College Career ◽  
Critical Skills ◽  
Postsecondary Success ◽  
Success Skills ◽  
Skills Learning ◽  
College And Career Ready

An essential component of the school counselor’s role is to provide support for all students to be college and career ready. This article provides an overview of the College/Career Success Skills (CCSS) program developed to help students successfully transition to postsecondary settings. The CCSS intervention teaches students’ critical skills in the areas of content knowledge, transition knowledge and skills, learning skills and techniques, and cognitive strategies known to boost college and career success.

College and Career Ready: Preparing Students in Fitness and Health Literacy

Strategies ◽  
2016 ◽  
Vol 29 (5) ◽  
pp. 10-15
Author(s):  
Connie Buskist ◽  
Erin Reilly ◽  
Andria Walker ◽  
Nicholas Bourke
Keyword(s):  
Health Literacy ◽  
College And Career ◽  
Fitness And Health ◽  
College And Career Ready

The Change We Cannot See: Instructional Quality and Classroom Observation in the Era of Common Core

2020 ◽  
pp. 089590482095111
Author(s):  
Julie Cohen ◽  
Ethan Hutt ◽  
Rebekah Berlin ◽  
Emily Wiseman
Keyword(s):  
Public Schools ◽  
Common Core ◽  
Common Core State Standards ◽  
Instructional Quality ◽  
District Of Columbia ◽  
State Standards ◽  
Academic Expectations ◽  
Core State ◽  
College And Career ◽  
College And Career Ready

The adoption of “College and Career Ready” standards—including Common Core State Standards—aims to raise academic expectations for students nationwide. Meeting these outcomes requires shifts in teaching, which, in turn, requires developing measures for the observation, assessment, and support of new kinds of instruction. This essay focuses on our efforts to develop such measures in a research project conducted in the District of Columbia Public Schools, which raised fundamental questions about whether existing measures can meet this challenge. By emphasizing observable elements of individual lessons, current measures produce a restricted view of instructional quality, omitting crucial elements of instruction called forth by new standards. Having identified this disconnect, we offer suggestions for developing multi-measure systems to capture a fuller picture of standards aligned teaching.

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