<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Conley, David T.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Rethinking College Readiness</style></title><secondary-title><style face="normal" font="default" size="100%">New England Journal of Higher Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Academic Readiness for College</style></keyword><keyword><style  face="normal" font="default" size="100%">College Readiness</style></keyword><keyword><style  face="normal" font="default" size="100%">College Readiness Model</style></keyword><keyword><style  face="normal" font="default" size="100%">Definition of College Readiness</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">12/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ794245</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2008</style></volume><abstract><style face="normal" font="default" size="100%">&lt;p&gt;
	The likelihood that students will make a successful transition to the college environment is often a function of their readiness--the degree to which previous educational and personal experiences have equipped them for the expectations and demands they will encounter in college. A key problem is that the current measures of college preparation are limited in their ability to communicate to students and to educators the true range of what students must do to be fully ready to succeed in college. This article outlines a broader, more comprehensive conception of college readiness, one built on four facets: key cognitive strategies, key content knowledge, academic behaviors, and contextual skills and knowledge.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">144</style></issue><work-type><style face="normal" font="default" size="100%">Secondary</style></work-type><section><style face="normal" font="default" size="100%">3</style></section></record></records></xml>