{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69150"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69150","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Course-Taking in a Secondary School","abstract":"The purpose of this study was to examine the course-taking patterns students experienced as they interacted with the curriculum of a secondary school. First, student transcripts were identified by gender, achievement level, courses taken, and intended destination. Second, individual subject courses were assessed as to patterns in gender, students' overall achievement, and intended destination of students who experienced the course. Third, student sequential patterns across individual subject areas were identified and examined to determine experiential differences. Finally, senior year cross-course-taking-patterns on the part of designated groups of students within mathematics were analyzed and compared to assess variance within the students curricular experiences.","abstract_html":"The purpose of this study was to examine the course-taking patterns students experienced as they interacted with the curriculum of a secondary school. First, student transcripts were identified by gender, achievement level, courses taken, and intended destination. Second, individual subject courses were assessed as to patterns in gender, students' overall achievement, and intended destination of students who experienced the course. Third, student sequential patterns across individual subject areas were identified and examined to determine experiential differences. Finally, senior year cross-course-taking-patterns on the part of designated groups of students within mathematics were analyzed and compared to assess variance within the students curricular experiences.","abstract_has_math":false,"creators":["Kuroghlian, Gerald Ernest"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Westbury, Ian"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:51:38Z","date_published":"2014-12-15T18:51:38Z","updated_at":"2026-07-22T22:26:00Z","subjects":["Education, Secondary","Education, Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8803096"],"render_values":[{"text":"(UMI)AAI8803096","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69150","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Westbury, Ian"]},{"key":"dc:creator","label":"Author","values":["Kuroghlian, Gerald Ernest"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:51:38Z","10000-01-01","1987"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Secondary","Education, Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69150","(UMI)AAI8803096"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to examine the course-taking patterns students experienced as they interacted with the curriculum of a secondary school. First, student transcripts were identified by gender, achievement level, courses taken, and intended destination. Second, individual subject courses were assessed as to patterns in gender, students' overall achievement, and intended destination of students who experienced the course. Third, student sequential patterns across individual subject areas were identified and examined to determine experiential differences. Finally, senior year cross-course-taking-patterns on the part of designated groups of students within mathematics were analyzed and compared to assess variance within the students curricular experiences.","As a curricular tool, the analysis provided information as to students' opportunity to experience the full curriculum. The analysis determined that students experienced essentially the same curriculum in English and Social Studies. Course experience in Science and Mathematics differed by gender, overall achievement level, and intended destinations. The higher the overall achievement and the greater the selectivity of the college or university students would attend the greater the interaction students had with all aspects of the curriculum. Students who had a high general achievement and who planned to attend selective colleges experienced more courses in Foreign Language, Science, Mathematics, Social Studies and the Fine Arts of Music, Art and Drama than did students who had lower overall achievement and attended less selective college destinations. Based upon the results of the transcript analysis, the study presented suggestions for curriculum reform.","Made available in DSpace on 2014-12-15T18:51:38Z (GMT). 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Second, individual subject courses were assessed as to patterns in gender, students' overall achievement, and intended destination of students who experienced the course. Third, student sequential patterns across individual subject areas were identified and examined to determine experiential differences. Finally, senior year cross-course-taking-patterns on the part of designated groups of students within mathematics were analyzed and compared to assess variance within the students curricular experiences.","As a curricular tool, the analysis provided information as to students' opportunity to experience the full curriculum. The analysis determined that students experienced essentially the same curriculum in English and Social Studies. Course experience in Science and Mathematics differed by gender, overall achievement level, and intended destinations. The higher the overall achievement and the greater the selectivity of the college or university students would attend the greater the interaction students had with all aspects of the curriculum. Students who had a high general achievement and who planned to attend selective colleges experienced more courses in Foreign Language, Science, Mathematics, Social Studies and the Fine Arts of Music, Art and Drama than did students who had lower overall achievement and attended less selective college destinations. Based upon the results of the transcript analysis, the study presented suggestions for curriculum reform.","Made available in DSpace on 2014-12-15T18:51:38Z (GMT). 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