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dc.contributor.author Qi, W.
dc.contributor.author Cole, J. S.
dc.date.accessioned 2019-09-09T14:52:49Z
dc.date.available 2019-09-09T14:52:49Z
dc.date.issued 2011
dc.identifier.uri http://hdl.handle.net/2022/23662
dc.description.abstract Each year more students with career and technical education (CTE) backgrounds are transitioning to four-year institutions. This exploratory study investigated differences between CTE, community college transfers and native (nontransfer) students at four-year institutions in regard to how they balance their time and their academic engagement patterns. An important finding of this study was that CTE students, when compared to traditional nontransfer students and community college transfers, spent equal amounts of time studying and demonstrated equal or significantly greater levels of academic engagement. The findings also provide the higher education community much needed information regarding the CTE students' transition to college. en
dc.language.iso en en
dc.publisher The Journal of the First-Year Experience and Students in Transition, Volume 23, Issue 2, Pages 75-92 en
dc.rights This work is under a CC-BY license. You are free to copy and redistribute the material in any format, as well as remix, transform, and build upon the material as long as you give appropriate credit to the original creator, provide a link to the license, and indicate any changes made. en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title Career and technical education students who transition to four-year institutions: An exploratory study en
dc.type Article en


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