Dual Enrollment: An Instructor's Perspective
AbstractThis paper addresses common arguments for and against dual enrollment from an instructor's perspective. Teaching college classes in a high school setting can present challenges for both students and their instructors; the paper focuses on frequent issues that occur and proposes solutions to ease the transition process. Evidence is also presented to answer the criticism that high school students are unprepared for college work; results from several dual enrollment Economics courses confirm that these students can not only succeed at the college level while still in high school, but in many cases outperform students in the traditional classroom.
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Bibliographic InfoArticle provided by Economics Network, University of Bristol in its journal International Review of Economics Education.
Volume (Year): 8 (2009)
Issue (Month): 1 ()
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Postal: University of Bristol, BS8 1HH, United Kingdom
Fax: +44(0)117 331 4396
Web page: http://www.economicsnetwork.ac.uk/iree
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Kathryn Martell & John C.Navin & Timothy S. Sullivan, 2006. "Teaching College Economics in a High School Setting: Lessons Learned and Implementation Strategies," International Review of Economic Education, Economics Network, University of Bristol, vol. 5(1), pages 9-27.
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