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ERIC Number: EJ718130
Record Type: Journal
Publication Date: 2004
Reference Count: 15
Curriculum Articulation and Transitioning Student Success: Where are We Going Wrong and What Lessons Have We Learned?
Alexson, Randy Gabrys; Kemnitz, Christopher P.
Educational Research Quarterly, v28 n2 p19-28 2004
The University of Wisconsin System and the Wisconsin Department of Public Instruction have been involved in a multi-year program starting in 1998, one goal of the program has been aligning curricula within the K-16 system of education in Wisconsin. The purpose of the Curriculum Articulation Project has been to work with educators in the state of Wisconsin to move toward a well-articulated educational system that provides students a seamless transition between secondary and post-secondary institutions. The working groups found that it is not the curriculum, but that student's expectations, the expectations of their teachers, and the expectations of their professors appear to be misaligned. While curricular alignment addresses performance and achievement in terms of content, it was found that study skills, family and friend support, advisement and personal responsibility also play a crucial role in the success of the student. Additionally, for any effort designed to improve student success, we must look at not only the curricula and students, we must also address the role of the administrators and teaching faculty involved in the process. A follow-up study based on criteria previously identified as misaligned was conducted and the results reported. Recommendations for more successful evaluation of curriculum articulation are offered by the authors.
Descriptors: Study Skills, Followup Studies, Academic Achievement, Articulation (Education), College School Cooperation, Secondary Education, Higher Education, Administrator Role, Teacher Role
Behavioral Research Press, LLC, Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Wisconsin