Thematische Bibliographien / Higher Secondary

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Auswahl der wissenschaftlichen Literatur zum Thema „Higher Secondary“

Autor: Grafiati

Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "Higher Secondary"

P.Pachaiyappan, P. Pachaiyappan, und Dr D. Ushalaya Raj Dr. D.Ushalaya Raj. „Mental Health of Secondary and Higher Secondary School Teachers - An Analysis“. International Journal of Scientific Research 3, Nr. 2 (01.06.2012): 117–19. http://dx.doi.org/10.15373/22778179/feb2014/37.

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Dr. M. Soundararajan, Dr M. Soundararajan. „Science Interest of Higher Secondary School Students“. Indian Journal of Applied Research 3, Nr. 7 (01.10.2011): 172–73. http://dx.doi.org/10.15373/2249555x/july2013/51.

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P. Sekar, P. Sekar, und Dr S. Mani Dr. S. Mani. „Science Attitude of Higher Secondary Biology Students“. Indian Journal of Applied Research 3, Nr. 9 (01.10.2011): 178–79. http://dx.doi.org/10.15373/2249555x/sept2013/56.

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P. THAMILSELVI, P. THAMILSELVI, und Dr P. SEKAR Dr. P. SEKAR. „Classroom Climate At The Higher Secondary Stage“. Global Journal For Research Analysis 3, Nr. 6 (15.06.2012): 56–58. http://dx.doi.org/10.15373/22778160/june2014/20.

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P., Dr Senthamizh Pavai. „Decision Making Style of Higher Secondary School Teachers“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (31.03.2020): 1959–63. http://dx.doi.org/10.37200/ijpr/v24i5/pr201872.

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S, Sermathangam, und Deepa Dr.H. „A Study on Sociability of Higher Secondary Students“. International Journal of Psychosocial Rehabilitation 24, Nr. 02 (12.02.2020): 1473–77. http://dx.doi.org/10.37200/ijpr/v24i2/pr200448.

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Dr.S.Jaikumar, Dr S. Jaikumar. „Long-Term Memory of Higher Secondary School Students“. International Journal of Scientific Research 2, Nr. 7 (01.06.2012): 129–30. http://dx.doi.org/10.15373/22778179/july2013/44.

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Sasikala, J. E. Merlin, und T. Ravi Chandran. „Awareness of Consumer Education among Higher Secondary School Students“. Indian Journal of Applied Research 3, Nr. 8 (01.10.2011): 161–62. http://dx.doi.org/10.15373/2249555x/aug2013/53.

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P.Pachaiyappan, P. Pachaiyappan. „Study Habits of Higher Secondary Biology Students - An Analysis“. Indian Journal of Applied Research 4, Nr. 6 (01.10.2011): 166–68. http://dx.doi.org/10.15373/2249555x/june2014/52.

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Venkataraman S et al.,, Venkataraman S. et al ,. „Mental Depression of Higher Secondary Students“. International Journal of Environment, Ecology, Family and Urban Studies 8-3 (2018): 51–60. http://dx.doi.org/10.24247/ijeefusjun20185.

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Dissertationen zum Thema "Higher Secondary"

Marczuk, Anna [Verfasser]. „Is higher education really higher and secondary education merely secondary? The transition from higher and vocational education to work from an international perspective / Anna Marczuk“. Hannover : Gottfried Wilhelm Leibniz Universität, 2021. http://nbn-resolving.de/urn:nbn:de:101:1-2021093002174318477543.

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Griffin, James Everett Jr. „Analyzing critical thinking instruction for post-secondary laboratory students“. Thesis, Boston University, 2002. https://hdl.handle.net/2144/32767.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Techniques for inserting critical thinking instruction into content while teaching specific subjects have been discussed in the educational literature pertaining to critical thinking and instruction. The purpose of this study was to determine if inserting a brief critical thinking lesson related to course content into a culinary arts laboratory course which provides a setting for career oriented active learning would lead to gains in critical thinking ability. The general structure of the methodology was adapted from work completed by Rose (1997). An experimental, pretest-posttest control group design was employed (Campbell & Stanley, 1963) to determine treatment effects on the variables identified. Participants were randomly selected and consisted of an experimental group of 14 students and a control group of 13 students. A culinary arts laboratory course was chosen for the stud y. The course operated nine consecutive six-hour days for a total of 54 hours of instruction. Experimental group participants received a 45-minute lesson on critical thinking during the second hour of the first class day, after the pretest was administered. Control group participants received normal instruction and did not receive the infused critical thinking lesson. At the end of the class during the 54th hour both groups completed the posttest. All participants' critical thinking skills were assessed using the California Critical Thinking Skills Test (Faciane, 1991), form A (pretest) and form B (post test). Multiple Analyses of Variance (repeated measures) were conducted on overall CCTST scores as well as scores on the subscale items of analysis, evaluation and inference to determine whether there were significant differences on the dependent variable (post-test CCTST B scores) according to the independent variable of method of instruction. An alpha level of p <.05 was employed to assist in preventing a Type I error. Analysis of overall scores and the scores on the subscale items of analysis, evaluation and inference yielded no significant findings. These results suggest that inserting a brief critical thinking lesson into course content is not an effective instructional strategy for teaching critical thinking. Further research on inserting critical thinking instruction into active learning environments using a longer intervention is suggested along with broader research in formulating more authentic measures of critical thinking ability to better determine if inserted instruction is effective or ineffective.
2031-01-01

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Desai, Govind. „Vocational higher secondary education in Gujarat : a critical evaluation“. Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30856.

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Over the last thirty years there has been a vigorous debate on the role of vocational education in developing societies. Critics have asserted that vocational education cannot deliver the economic and social benefits claimed for it. Despite the debate vocational education has continued to expand. India has followed the example of other developing societies with national plans for the extensive implementation of a programme of vocational education at the higher secondary level. The target was that by 1995 25% of the students in higher secondary education should be in the vocational stream. However progress has been slow and there has been considerable variation between states. In order to examine the problems of implementing vocational education this study examines the progress made in one state, Gujarat. It draws on examination of official statistics, documents and interviews with officials. The major part of the study is a comprehensive survey of the perceptions of the major stakeholders in vocational education - the Principals, the Teachers, the Students, Ex-students and Employers. The thesis examines the implications of the findings for the broad debate on the role of higher secondary vocational education in developing societies and more specifically for developments in India and Gujarat. A series of recommendations relating to areas such as the selection of schools and vocational courses, their management structure and staffing and their curriculum are made.

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Steinmetz-Benton, Micheala A. „Differences in the Dual Credit Experience between High School and Institutions of Higher Education“. Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425857.

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Dual credit courses are college-level courses offered to high school students which are accepted for both high school and college credit (Hughes, 2016). Dual credit positively impacts students by reducing the time to complete a degree, enhancing the high school curriculum, increasing college accessibility, and lessening educational financial burdens (Hughes, 2016). The intention of this study was to survey adjunct instructors who have taught in both high school and college environments to determine their opinions of differences that exist between secondary and postsecondary dual credit experiences. College administrators were also interviewed to obtain insight into any variability of dual credit courses between offerings at high school and college locations. This study was intended to close gaps in the research regarding differences in resources, instruction, and environments between dual credit experiences on high school or college campuses, according to instructors and administrators. Data were gathered from instructors and administrators employed by a Midwestern community college to examine variations of components related to dual credit. Teachers noted differences in social environments, laboratories or lab-based classrooms, financial support, and student services. Administrators focused on accessibility and the need for growth regarding professional development. Study results can be used to further develop dual credit programs and increase quality for students who enroll.

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Omale, Johnson John. „Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria“. ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1177.

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Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.

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Easey, Michael Andrew. „A study of higher level upper-secondary mathematics course choice“. Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/cc96100734b3c2f0e9c79f11e6e4f47dbae4d2f41a1935503a662b5dcce8f448/13023991/Easey_2019_A_study_of_higher_level_upper_secondary.pdf.

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The impetus for this study was an observed decline in Year 10 students choosing higher level upper-secondary mathematics courses at a school in metropolitan Brisbane, Queensland. This problem has been the focus of similar research in Australia and internationally for over three generations, and despite numerous studies and reports leading to many recommendations, the problem continues. Further research regarding this problem is necessary as there are important practical implications for the students themselves, with 75% of careers in the 21st century identified as requiring skills acquired through tertiary courses that are underpinned by science, technology, engineering, and mathematics (STEM), all of which are enabled by higher level upper-secondary mathematics courses. Extending this problem from personal gain and opportunity for students to the wider community, it is evident that more individuals are needed to engage in STEM studies and careers to contribute to the innovation necessary to make Australia internationally competitive and economically prosperous. With this context in mind, the research question for this study was: What are the main factors that influence Year 10 students’ upper-secondary mathematics course choice? Moving away from the retrospective approaches normally adopted to a real-time prospective approach, this study explored the decline in Year 10 students choosing higher level upper-secondary mathematics courses using survey, drawing on the perspectives of 423 Year 10 students at three metropolitan Brisbane schools prior to making their formal subject selection later that year. Quantitative analysis indicated that the main factors influencing upper-secondary mathematics course choice are Out-of-field Mathematics Teachers, Attitudes to Mathematics, Gender, and Career Intentions. The critical finding was that Out-of-field Mathematics Teachers had a statistically significant influence on students’ upper-secondary mathematics course choice. This represents a new contribution to the research literature that has important implications for teacher registration policy in Australia as well as internationally. Also, there are implications for universities to ensure that more mathematics teachers are trained and greater incentives are provided for mathematically capable students to become mathematics teachers.

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Williams, George M. „Machiavellian Attitudes Acknowledged by Principals of Tennessee Secondary Schools“. Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2827.

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The purpose of this study is to determine the level of Machiavellian attitudes acknowledged by secondary school principals as measured by the Mach V Attitude Inventory Scale. The data were collected from an ex post facto survey of 169 public and nonpublic secondary school principals, grades 9-12. Principals completed the Mach V scale and a 13-item demographic survey. Sixteen research questions were formulated to examine the relationship among the variables which produced seventeen null hypotheses. Of the seventeen null hypotheses, four were found to be significant and thirteen were nonsignificant. A review of the descriptive data indicated that the majority of Tennessee secondary school principals acknowledge low-Machiavellian attitudes. In addition, the data indicated that the gender of the principals reflected a significant difference in Machiavellian attitude. Significant differences were found in the subgroups of views, morality, and tactics based on their total Machiavellian score. The descriptive data were generated by using a frequency distribution, t-tests for independent means, and one-way analysis of variance. The following conclusions of the study are offered: (1) Principals acknowledge that they possess low-Machiavellian attitudes. (2) The findings of this study are parallel with those of Christie and Geis who found that educators tend to be low-Machiavellian. (3) Female principals are more Machiavellian than male principals. (4) leadership at exemplary secondary schools is not provided by high-Machiavellian principals. (5) On the basis of the demographic information, a typical secondary school principal is defined as follows: a male Caucasian who has served 1 to 7 years as a public school principal and has 24 to 31 years of educational experience and who is satisfied with his position, serves an appointed superintendent, and desires to remain in his position as principal. (6) Based on the high rate of return and the even distribution of responses from the three areas of East, Middle, and West Tennessee, the results of the survey are descriptive of all secondary school principals. In addition, the even distribution and rate of return indicate that principals are interested in responding to research studies involving leadership attitudes. (7) Low-Machiavellian principals are serving superintendents who were appointed. (8) The subscores of views, morality, and tactics reflect a level of Machiavellian attitudes similar to the total Machiavellian scores of Tennessee secondary school principals, indicating that the Mach V Attitude Inventory Scale is a valid instrument for measuring Machiavellian attitudes.

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Spencer, Rosa Chiffon. „A Study of High School Dual Enrollment Participation at Alabama's Public Colleges and Universities“. Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639302.

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This case study explored dual enrollment program implementation and student participation at a public high school in Alabama. The study gathered current data to describe the salient actions and cultural beliefs that influence dual enrollment program participation. The findings help to better understand the institutional practices that attract students to participate in dual enrollment programs.

This study describes the process by which a high school generates student participation in dual enrollment programs and identifies its established institutional practices that lead to higher student participation. The findings described the noticeable actions and cultural beliefs that facilitated student participation. The following research questions provided the data needed to answer the overarching questions of this study: 1) What were the strategies the high school used to attract students to participate in dual enrollment programs; 2) How did the high school assist students in successfully completing dual enrollment programs; and 3) What challenges does the high school face in the implementation of dual enrollment programs?

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Nersisyan, Hayarpi A. „Armenian American Student Perceptions of Campus Climate| Examining the Conditions That Support or Inhibit Their College Experience“. Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263447.

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The racial classification of Armenian American college students as White leads to the lack of ethnic-specific data on their educational outcomes and experiences. This qualitative study explored the perceptions of Armenian American college students of their campus climate. The study used an interview approach to examine the conditions that supported or inhibited their college experience. Campus Climate was used as a conceptual lens to guide this study. The study revealed four themes: family influence, mainstream campus culture, Armenian campus culture, and hidden minority status. Impersonal campus conditions inhibited Armenian American students’ experience; conversely, personable campus conditions, supported their college experience. The findings demonstrated that these students constantly negotiate between their Armenian ethnic identity and American student identity while finding ways to connect to their campus environment. Policy and practice recommendations include increasing awareness, presence, and inclusion of this population on college campuses.

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Mai, Jenifer. „College Application Behaviors| Factors Impacting the College Choices of High School Seniors“. Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285097.

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College application behaviors among students who are similarly prepared vary by socioeconomic status. Recent research suggests that undermatching is a growing trend, especially among low-income students. Undermatching has detrimental consequences for students who possess the potential to succeed at a selective college, but fail to apply, leading to reduced student success and poor economic outcomes. While literature about factors that affect a student’s decision to attend college is abundant, a focus on the selection of college is still limited. A literature review examined how college choice changed over time, and how future trends in students’ college application behaviors might develop.

This quantitative study used a cross-sectional survey design. Demographic variables were collected along with the results from the Aspects of Identity Questionnaire (AIQ-IV). A paper-and-pencil survey was used to collect data about participants’ race, gender, academic achievement, socioeconomic status, identity orientation, and college choices. In this study, college choice was measured by college selectivity scores, which are annually assigned by the U.S. News & World Report. Surveys were administered to 341 twelfth grade students in a California public high school.

Results revealed that both race and academic achievement are significant predictors (R² = .422) of college selectivity. Inferential analysis reported that Asian participants (M = 2.75) had a higher mean college selectivity score than Filipino ( M = 1.91) and Latino/a (M = 1.99) participants. These findings suggest that Filipino students require support systems that may be different from those available to Asian students.

The findings also suggest that academic achievement is associated with participants’ college choices. Participants who reported high academic achievement levels had higher college selectivity scores, regardless of socioeconomic status, concluding that undermatching was not found for low-income participants at this research site. This is noteworthy because it is different from what literature reports is a negative outcome among low-income students. This suggests there may be external factors that can have a positive impact on college choices in order to overcome the typical effects of social class on college attainment. Future research can investigate policies and practices at high college-matching schools to explain how to improve college application behaviors.

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Bücher zum Thema "Higher Secondary"

Celso, Rodríguez, Hrsg. Higher-level thinking questions: Secondary mathematics. San Clemente, CA: Kagan, 2005.

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Scottish Qualifications Authority. Higher: History. Edinburgh: Leckie & Leckie, 2006.

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Scottish Qualifications Authority. Higher: English. Edinburgh: Leckie & Leckie, 2006.

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Scottish Qualifications Authority. Higher: English. Edinburgh: Leckie & Leckie, 2007.

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Scottish Qualifications Authority. Higher: English. Edinburgh: Leckie & Leckie, 2007.

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Scottish Qualifications Authority. Higher: Physics. Edinburgh: Leckie & Leckie, 2006.

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Scottish Qualifications Authority. Higher: Geography. Edinburgh: Leckie & Leckie, 2006.

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Scottish Qualifications Authority. Higher: Biology. Edinburgh: Leckie & Leckie, 2006.

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Minnesota State Colleges and Universities. Office of Internal Auditing. Post-secondary enrollment options program. St. Paul, MN: MnSCU Office of Internal Auditing, 2001.

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Chopra, Kamlesh. Uttar Pradesh higher & secondary education services manual. Allahabad: Manav Law House, 2002.

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Buchteile zum Thema "Higher Secondary"

Timmons, Vianne. „Inclusive post-secondary education“. In Making Inclusive Higher Education a Reality, 40–42. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003253631-5.

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Moxom, Nanludet, und Richard Noonan. „Post-Secondary and Higher Education“. In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 191–216. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_8.

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Cutler, Horace G., Ray F. Severson, Patsy D. Cole, D. Michael Jackson und Albert W. Johnson. „Secondary Metabolites from Higher Plants“. In Natural Resistance of Plants to Pests, 178–96. Washington, DC: American Chemical Society, 1986. http://dx.doi.org/10.1021/bk-1986-0296.ch015.

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Chen, He-Ping, und Ji-Kai Liu. „Secondary Metabolites from Higher Fungi“. In Progress in the Chemistry of Organic Natural Products 106, 1–201. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59542-9_1.

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Dellinger, Mary Ann. „Transitioning From Secondary to Higher Ed“. In Forging a Rewarding Career in the Humanities, 125–40. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-845-9_9.

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Masakale, Marethabile Mapitso Ignatia, Michael Bell und R. John Halsey. „Preparing Teachers for Rural Secondary Schools in Lesotho“. In Publishing Higher Degree Research, 85–92. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_9.

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Gupta, Vishal, Charanya Raman und Balasundaram Krisanthan. „Secondary (9-10) and Higher Secondary (11-12) Education: Preparation for the World of Work: Secondary and Higher Secondary Education in India“. In India: Preparation for the World of Work, 41–63. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-08502-5_4.

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Rexe, Deanna, Kathleen Clarke und Eric Lavigne. „Post-secondary Policy Innovation in Canada: Provincial Policy Adoptions, 1990–2015“. In Higher Education Dynamics, 477–501. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25867-1_20.

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Rahmat, Somayeh, und Zhaleh Soheilikhah. „Arbuscular Mycorrhizal Fungi and Plant Secondary Metabolism“. In Arbuscular Mycorrhizal Fungi and Higher Plants, 99–121. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-8220-2_5.

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AbstractPlants synthetize and accumulate a various class of organic compounds known as secondary metabolites (SMs). Although SMs do not play a crucial role as primary metabolites in plant growth and development, they are of high ecological significance. Humans use these compounds in the pharmaceutical industry. One of the results of mutual symbiotic association between plants and arbuscular mycorrhizal fungi (AMF) is the reprogramming of metabolic pathways and modulating the range and content of plant SMs such as phenolics, terpenoids, and alkaloids. Many of SMs act as signals for multiple interactions between plants and AMF, from the pre-symbiotic stage to the creation/formation of a functional symbiosis. This chapter briefly reviews the current research status in the field of SM changes under the influence of AMF. The plant association with AMF increases the production and accumulation of SMs directly through improving water and nutrient uptake and enhancing the photosynthetic capacity or indirectly by provoking the biosynthetic pathways of SMs through generation of signaling molecules and changes in the concentration of phytohormones. The extent to which AMF affect plant SMs depends on the plant and fungus species and environmental factors.

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Crosling, Glenda, Mien Wee Cheng und Ruma Lopes. „Access to Post-secondary Education in Malaysia: Realities and Aspirations“. In Access to Higher Education, 94–108. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-41190-7_8.

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Konferenzberichte zum Thema "Higher Secondary"

Sanz Ponce, José Roberto, und Inmaculada Hernando Mora. „Pre-service Secondary teachers’ learning styles“. In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.270.

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Viscione, Ilaria, Pietro Luigi Invernizzi und Gaetano Raiola. „Physical education in secondary higher school“. In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.31.

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Küttim, Merle, Jelena Hartšenko und Iivi Riivits-Arkonsuo. „Added value of post-secondary education in Estonia“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9437.

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Education is seen in the human capital literature as one of the determining factors for labour market outcomes (Blázquez et al., 2018), measured through multiple variables. The aim of the current study is to examine the change in the earnings of graduates from Estonian post-secondary education institutions. This is achieved by comparing graduates who had studied from 2013 to 2016 in four fields: engineering, information technology, economics and natural sciences. To assess the change in pre- and post-entry earnings difference-in-differences regression was used. The results indicate there are differences between disciplines in terms of added value. In economics gender differences have the smallest and entrepreneurial activities the largest impact for the change in earnings. The study contributes to our understanding of added value of post-secondary education by combining educational, tax and social data, and analysing the change in graduates’ earnings pre- and post-entry. Keywords: Post-secondary education; earnings; value added; Estonia; labour market success

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Kayani, Mubashar, und Sajjad Hussain. „Posture of Secondary and Higher Secondary Level Pupils Towards Teaching-Learning Physics in Pakistan“. In Canada International Conference on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/cice.2023.0046.

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Rasel, Annajiat Alim, Matin Saad Abdullah und Amitabha Chakrabarty. „Learning Dictionary for Higher Secondary School Textbook in Bangladesh“. In 2018 Joint 7th International Conference on Informatics, Electronics & Vision (ICIEV) and 2018 2nd International Conference on Imaging, Vision & Pattern Recognition (icIVPR). IEEE, 2018. http://dx.doi.org/10.1109/iciev.2018.8641029.

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Robu, A. „The importance of entrepreneurial training in secondary and higher education“. In INFORMATION TECHNOLOGIES AND MANAGEMENT IN HIGHER EDUCATION AND SCIENCES. PART 3. Baltija Publishing, 2022. http://dx.doi.org/10.30525/978-9934-26-277-7-199.

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Rodríguez-Arteche, Iñigo, und M. Mercedes Martínez-Aznar. „Video-based focus group for chemistry knowledge construction by secondary preservice teachers“. In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2853.

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The present work analyzes the relavance of using video for promoting reflection about chemical contents and their learning, in the context of the Spanish Master’s in Secondary Education. The used video clips were edited from the recordings of two cooperative groups of Master’s students who were solving an open-ended problem about chemistry. This problem was stated as follows: «What might happen when two substances are placed into contact with each other?» These clips contained some alternative conceptions in chemistry, together with some theoretical and practical difficulties arisen in the solving process. Later, the video was shown in the framework of a focus group, where a free debate between the participants was stimulated. The transcriptions of this session gave rise to a group of categories of analysis related to different stages of problem resolution, and emotional aspects as well. These results make us conclude that using video is an appropriate way of promoting learning about physical and chemical changes through cognitive conflict. Moreover, the necessity of considering emotional, individual and group aspects in conceptual change is supported.

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Yeh, James Hsi-Jen, Craig Bartholio, Elyse Shackleton, Levi Costello, Matthew Perera, Kyle Yeh und Chelsea Yeh. „Environmentally Embedded Internet-of-Things for Secondary and Higher Education“. In 2020 3rd International Conference on Information and Computer Technologies (ICICT). IEEE, 2020. http://dx.doi.org/10.1109/icict50521.2020.00092.

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Da Silva, Helber Wagner, Marcelo Henrique Carneiro Camilo und Keila Cruz Moreira. „Improving higher education internationalization through CLIL at the secondary level“. In The 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnership for Development and Engineering Education”. Latin American and Caribbean Consortium of Engineering Institutions, 2017. http://dx.doi.org/10.18687/laccei2017.1.1.342.

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Nagy, Marcell, und Roland Molontay. „Predicting Dropout in Higher Education Based on Secondary School Performance“. In 2018 IEEE 22nd International Conference on Intelligent Engineering Systems (INES). IEEE, 2018. http://dx.doi.org/10.1109/ines.2018.8523888.

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Berichte der Organisationen zum Thema "Higher Secondary"

Fitzpatrick, Rachael. Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.122.

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This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).

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Halligan, Eve A., und Jason L. Dornbush. High Altitude Ballooning: An Opportunity to take STEM Education Higher in the Secondary Classroom. Ames (Iowa): Iowa State University. Library. Digital Press, Januar 2011. http://dx.doi.org/10.31274/ahac.8135.

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Stampini, Marco, und Sophie Gardiner. Returns to Education in Suriname. Inter-American Development Bank, Juli 2013. http://dx.doi.org/10.18235/0009119.

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We analyze the relationship between education and employment in Suriname, using data from a 2007 IDB household survey (representative nationally and at the level of three macro areas: Urban Coast, Rural Coast and Interior). We find that education brings returns in terms of both likelihood of employment (particularly for women) and higher earnings. Completed primary, junior secondary, senior secondary and tertiary education increase the probability of employment by 12%, 19%, 86% and 84% respectively, relative to the base category of no-schooling or incomplete primary. In addition, senior secondary and tertiary education lead to 46% and 81% higher earnings, relative to peer individuals with junior secondary education or less. These returns to education are relatively high in the context of the Caribbean. Nonetheless, higher educational achievements are associated with a transition towards public sector jobs, suggesting that the private sector is scarcely dynamic, and unable to attract skilled workers.

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Stampini, Marco, Sofia Martinez-Cordova, Sebastian Insfran und Donna Oretha Harris. Do Conditional Cash Transfers Lead to Better Secondary Schools?: Evidence from Jamaica's PATH. Inter-American Development Bank, Oktober 2016. http://dx.doi.org/10.18235/0010663.

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We explored the hypothesis that the Programme of Advancement through Health and Education (PATH), Jamaica's conditional cash transfer program, contributes to breaking the inter-generational poverty cycle by placing its urban beneficiaries on a higher educational trajectory. Using a regression discontinuity design, we found that PATH urban male beneficiaries who sat the Grade Six Achievement Test (GSAT) over the period 2010-2014 performed better on the test (scoring 16.03 points, or 3.6%, higher than non-beneficiaries); consequently, they were placed in better secondary schools (1.5 percentiles higher in a national school ranking based on placed students' GSAT scores). In contrast, we found no significant impact for urban girls.

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Wolff, Laurence, Martin Carnoy und Claudio de Moura Castro. Secondary Schools and the Transition to Work in Latin America and the Caribbean. Inter-American Development Bank, Februar 2000. http://dx.doi.org/10.18235/0008796.

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This paper provides an analysis of the organization of secondary schools in Latin America and the Caribbean. It deals with the confusing and controversial matters of providing schools for an increasingly heterogeneous clientele and the triple role of preparing students for higher education, forming solid citizens and offering training for those who will finish their schooling at this level. New models and options are presented for replacing existing organizational structures in secondary education. This paper is one of the reports prepared as background for the development of the Bank's strategy on primary and secondary education.

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Camacho, Adriana, Julián Messina und Juan Pablo Uribe. The Expansion of Higher Education in Colombia: Bad Students or Bad Programs? Inter-American Development Bank, April 2016. http://dx.doi.org/10.18235/0007010.

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Rapid expansion in the demand for post-secondary education triggered an unprecedented boom of higher education programs in Colombia, possibly deteriorating quality. This paper uses rich administrative data matching school admission information, wages and detailed socio-economic characteristics of the young graduates, and standardized test scores pre- and post-tertiary education, to assess the heterogeneity in the value added generated by higher education programs. Our findings show that once we account for self-selection, the penalty of attending a recently created program that initially appeared to be large becomes much smaller, and close to zero.

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Fitzpatrick, Rachael. Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania. Institute of Development Studies, Februar 2022. http://dx.doi.org/10.19088/k4d.2022.072.

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Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.

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Galili, Gad, Harry J. Klee und Asaph Aharoni. Elucidating the impact of enhanced conversion of primary to secondary metabolism on phenylpropanoids secondary metabolites associated with flavor, aroma and health in tomato fruits. United States Department of Agriculture, Januar 2012. http://dx.doi.org/10.32747/2012.7597920.bard.

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• Targeted manipulating Phenylalanine (Phe) synthesis is one of the most powerful strategies to boost the biologically and economically important secondary metabolites, including phenylpropaniods, aromatic volatiles and specialized secondary metabolites. • Over-expression of the petunia MYB transcript factor, ODORANT1 (ODO1), results in significant alterations of the levels of specific phenylpropanoid compounds in plants. • Our previous studies indicated that ectopic expression of the feedback-insensitive AroG could break the bottleneck between primary and secondary metabolisms in tomato, thereby aiding in producing new tomato composition and identifying the unknown roles of multiple key regulators in specialized metabolism. Therefore, combining the AroG and ODO1 is of particular interest for elucidating the combined regulatory role of both of these genes in the Phe metabolic pathway, as well as generating tomato fruits that contain higher levels of secondary metabolites. • Here, we performed the LC-MS and GC-MS analyses on fruits of four tomato genotypes, namely, wild type tomato fruits as well as tomato fruits expressing the AroG, ODO1 and the combination of AroG plus ODO1 (AO) genotypes. Our results elaborated that the levels of many of the Phe-derived metabolites were predominately altered in fruits of the AO genotype, compared to tomato fruits expressing either AroG or ODO1 individually. The levels of most of these metabolites were significantly stimulated, such as Tyrosine (Tyr), coumaric acid and ferulic acid derived metabolites, but the levels of some important secondary metabolites were reduced in the AO transgenic genotypes as compared to either AroG or ODO1 lines. Nevertheless, our results also revealed that the levels of aromatic volatiles were obviously down regulated in the AO, compared to that in AroG transgenic fruits, but were boosted while compared to the wild type and ODO1 transgenic fruits. • Our results suggest that ODO1 expression may also have a negative effect on the production of some of the aromatic volatiles in tomato fruits, indicating that ODO1 acts as an important regulator of the shikimate pathway, which leads to the production of the aromatic amino acids and secondary metabolites derived from them. Key words: AroG, ODO1, tomato, metabolism, shikimate pathway

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Vakaliuk, Tetiana A., Dmytro S. Antoniuk und Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.

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Reimer, David, Astrid Olsen, Bent Sortkær und Rie Thomsen. Reducing inequality in access to Higher Education in Denmark: Technical report for Nextstep 1.0 intervention and data collection. Aarhus University, Januar 2024. http://dx.doi.org/10.7146/aul.511.

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The aim of the project Reducing Inequality in Access to Higher Education1 was to raise the university application rate for upper secondary students whose parents did not them-selves have a university degree. The project implemented an information intervention, and his technical report outlines the procedures involved in designing that the interven-tion called NextStep 1.0. It includes the selection and recruitment of schools, as well as the development of a survey for both students and counsellors and the creation of role model videos which was implemented in the intervention. The project Reducing Inequality in Access to Higher Education also included a NextStep 2.0 and a nudge experiment, which are not included in this technical report. To smoothen the readability of the report, we call the project NextStep throughout this report. The NextStep study is funded by Independent Research Fund Denmark, Grant No. 8019-00100B in a project running from 2019 to 2024. The target group for the intervention was upper secondary students in the spring of 2020, when they were just three-five month from graduation. In this report, we will address the following topics: • The design of the intervention • Randomization • Recruitment of schools • Data management including data to register data • Intervention videos and home page activity • Nudges • Appendix with transcripts of intervention material including the survey

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