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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 57 1 Genetic landscape of Gullah African Americans Zimmerman, Kip D.; Schurr, Theodore G.; Chen, Wei‐Min... In: Am J Phys Anthropol (2021) BASE Show details 2 Perceptions of Advisors Who Work with High-Achieving Students Johnson, Melissa; Walther, Cheryl; Medley, Kelly J. In: Journal of the National Collegiate Honors Council --Online Archive (2018) Abstract: Honors programs in higher education are designed to optimize highachieving students’ potential by addressing their particular academic and developmental needs and common characteristics. Gerrity, Lawrence, and Sedlacek suggested that high-achieving students can be “best served by course work, living environments, and activities that differ from the usual college offerings” (43). Schuman, in his handbook Beginning in Honors, noted: "An important point to keep in mind as regards honors advising is that honors students can be expected to have as many, and as complicated, problems as other students. It is sometimes tempting to envision all honors students as especially well rounded, balanced, thoughtful, mature, and self-possessed. This vision does not seem particularly accurate or helpful despite its attractiveness and allure. (63) Accordingly, specialized academic advising for honors students is an important component of maximizing their potential as well as addressing myriad needs of this population. Many honors students place importance on success or appearing successful, including a concern for maintaining a perfect GPA. High-achieving students can be cautious about their choices, a characteristic that may stem from a fear of failure (Huggett). At the same time, honors students value being self-critical, and, more often than non-honors students, preparing for class, getting involved in various campus organizations and student groups, asking questions, and seeking academic discussions with professors (Achterberg; Cuevas; McDonald; Seifert et al.). Honors students tend to think critically, openly share their opinions, value contributions of others, demonstrate openness to new ideas, and place great importance on the social construction of knowledge (Kaczvinsky; Kem & Navan; Shushok). Gerrity et al. identified a common characteristic of perfectionism in highachieving students, who often put themselves under great pressure as well as feeling pressure from family, peers, faculty and staff, and society (McDonald). High-achieving students often report having higher expectations for themselves than other students (Achterberg; Kem & Navan), which can result in competition and comparisons with peers (Cooke et al.) and provoke stress and anxiety (McDonald; Spurrier). Honors students may hesitate to seek assistance in academic areas in which they are challenged in order to avoid the appearance of seeming unsuccessful (Gerrity et al.). They are future-oriented in their focus on careers, even upon entering college (Harding; Moon). High-achieving students also demonstrate an affinity for campus and community involvement, commonly seeking leadership roles in student organizations related to their future career goals (Cuevas), but they generally will not sacrifice academics in favor of involvement (Pindar). They may feel behind if they are perceived as less involved or successful than their peers outside of the classroom (McDonald). Honors students may also become more concerned with the quantity than the quality of experiences in an effort tofill their résumés, resulting in over-commitment and difficulty balancing academic and extracurricular activities (McDonald). This population can face interpersonal challenges as well. For example, Kem & Navan found that high-achieving students faced difficulty relating to others on campus, particularly non-honors students, potentially leading to perceived feelings of isolation and a sense that others do not understand them. Finally, they often expect advisors to be at their disposal, expecting immediate responses to communication and open-ended availability to meet along with the ability to address both academic and personal concerns (Gerrity et al.). Keyword: Curriculum and Instruction; Education; Educational Administration and Supervision; Educational Methods; Higher Education; Higher Education Administration; Liberal Studies URL: https://digitalcommons.unl.edu/nchcjournal/571 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1571&context=nchcjournal BASE Hide details 3 Modes of feedback in ESL writing: Implications of shifting from text to screencast Cunningham, Kelly J. In: Graduate Theses and Dissertations (2017) BASE Show details 4 A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities Williams, Kelly J.; Walker, Melodee A.; Vaughn, Sharon. - 2016 BASE Show details 5 Culturally capable and culturally safe: caseload care for Indigenous women by Indigenous midwifery students West, R.; Gamble, J.; Kelly, J.. - : Elsevier, 2016 BASE Show details 6 Maximizing the Patient-Centered Medical Home (PCMH) by Choosing Words Wisely Howard, Jenna; Etz, Rebecca S.; Crocker, J. Benjamin... In: J Am Board Fam Med (2016) BASE Show details 7 Culturally capable and culturally safe: caseload care for Indigenous women by Indigenous midwifery students West, R.; Gamble, J.; Kelly, J.. - : Elsevier, 2016 BASE Show details 8 The use of digital health technology and social media to support breast screening Robinson, L; Griffiths, M; Wray, J. - : Springer, 2015 BASE Show details 9 Ireland and Romanticism : Publics, Nations and Scenes of Cultural Production Kelly, J. [Herausgeber]. - London : Palgrave Macmillan UK, 2014 DNB Subject Category Language Show details 10 The motivation for very early intervention for infants at high risk for autism spectrum disorders Webb, S. J.; Jones, Emily J.H.; Kelly, J.. - : Taylor & Francis, 2014 BASE Show details 11 Examining the Relationship Amongst Fidelity of Implementation and Student Outcomes of a Tier I English Language Arts Curriculum for Adolescent Readers McNamara, Kelly J In: Doctoral Dissertations (2014) BASE Show details 12 Neurophysiological evidence that musical training influences the recruitment of right hemispheric homologues for speech perception Jantzen, McNeel G.; Howe, Bradley M.; Jantzen, Kelly J.. - : Frontiers Media S.A., 2014 BASE Show details 13 The Effect of Bilingualism on Amnestic Mild Cognitive Impairment Ossher, Lynn; Bialystok, Ellen; Craik, Fergus I. M.. - : Oxford University Press, 2013 BASE Show details 14 The Effect of Bilingualism on Amnestic Mild Cognitive Impairment Ossher, Lynn; Bialystok, Ellen; Craik, Fergus I. M.. - : Oxford University Press, 2013 BASE Show details 15 Comparative Properties of Cervical and Ocular Vestibular Evoked Myogenic Potentials Murnane, Owen D.; Akin, Faith W.; Kelly, J. K.... In: ETSU Faculty Works (2012) BASE Show details 16 The Effect of Noise Exposure on the Cervical Vestibular Evoked Myogenic Potential Akin, Faith W.; Murnane, Owen D.; Tampas, Joanna W.... In: ETSU Faculty Works (2012) BASE Show details 17 The Effect of Bilingualism on Amnestic Mild Cognitive Impairment Ossher, Lynn; Bialystok, Ellen; Craik, Fergus I. M.. - : Oxford University Press, 2012 BASE Show details 18 A linguistic modification of science assessments for English language learners. Lisowski, Kelly J.. - 2012 BASE Show details 19 A Comparison of the Subjective Visual Vertical across Rotational Chair Systems and Off-Axis Rotation Protocols Akin, Faith W.; Murnane, Owen D.; Byrd, Stephanie M.... In: ETSU Faculty Works (2011) BASE Show details 20 Effects of Stimulus and Recording Parameters on the Air Conduction Ocular Vestibular Evoked Myogenic Potential Murnane, Owen D.; Akin, Faith W.; Kelly, J. Kip... In: ETSU Faculty Works (2011) BASE Show details Page: 1 2 3

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