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A practicum was developed to increase the number and success rate of junior Honors English students--63 students who were 62% Latino and 38% African-American--taking the English Advanced Placement (AP) examinations. Test strategies that were designed to allay students' innate fears about tests in general and specifically about English language and literature placement tests were taught. Also taught was style analysis of language and literature. As motivation for test success, academic pep rallies were held in the classroom in the same manner as athletic pep rallies. Other key elements that contributed to student success were the daily collaborative learning groups and motivational guest speakers in the classroom. Outcomes were positive. Not only did the number of juniors taking an exam increase, but the students also demonstrated more confidence in themselves as English students and test takers. Teachers involved in this practicum found that early intervention and the empowerment of students with skills and strategies germane to AP exams were critical for their success. An epiphany was realized by many students in the target group before the practicum's end. Much to their surprise, they found that they enjoyed reading, analyzing, and writing about literature. (Includes two tables of data; contains 26 references. Appendix A consists of a 21-item questionnaire for juniors and seniors; Appendix B consists of a literary style analysis pre/posttest). (NKA)

Descriptors: Academically Gifted, Advanced Placement, Early Intervention, English Instruction, High School Students, High Schools, Honors Curriculum, Literary Criticism, Minority Groups, Self Esteem, Student Motivation, Test Anxiety, Test Wiseness











Autor: Shipman-Campbell, Alice

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10402&id=ED376496







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