Auswahl der wissenschaftlichen Literatur zum Thema „Vocational tracks“
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Zeitschriftenartikel zum Thema "Vocational tracks"
Chu, James, Prashant Loyalka, Guirong Li, Liya Gao und Yao Song. „Stereotype Threat and Educational Tracking: A Field Experiment in Chinese Vocational High Schools“. Socius: Sociological Research for a Dynamic World 4 (01.01.2018): 237802311878201. http://dx.doi.org/10.1177/2378023118782011.
Der volle Inhalt der QuelleVan Houtte, Mieke. „Lower-track students’ sense of academic futility: Selection or effect?“ Journal of Sociology 52, Nr. 4 (10.07.2016): 874–89. http://dx.doi.org/10.1177/1440783315600802.
Der volle Inhalt der QuelleZamir, Sara. „Parents’ Perceptions of Their Children’s Vocational Tracking“. Pedagogika 145, Nr. 1 (20.05.2022): 135–50. http://dx.doi.org/10.15823/p.2022.145.8.
Der volle Inhalt der QuelleYastrebov, Gordey, Yuliya Kosyakova und Dmitry Kurakin. „Slipping Past the Test: Heterogeneous Effects of Social Background in the Context of Inconsistent Selection Mechanisms in Higher Education“. Sociology of Education 91, Nr. 3 (28.05.2018): 224–41. http://dx.doi.org/10.1177/0038040718779087.
Der volle Inhalt der QuelleWallrich, Lukas, Keon West und Adam Rutland. „Civic understanding mediates of the effect of educational tracks on voting intentions in German schools“. Citizenship, Social and Economics Education 20, Nr. 2 (20.05.2021): 84–102. http://dx.doi.org/10.1177/20471734211016501.
Der volle Inhalt der QuelleMerino, Rafael. „Las sucesivas reformas de la formación profesional en España o la paradoja entre integración y segregación escolar“. education policy analysis archives 21 (01.09.2013): 66. http://dx.doi.org/10.14507/epaa.v21n66.2013.
Der volle Inhalt der QuelleCheng, Ching Ho. „Online Shadow Education in Hong Kong: Perspectives from Secondary School Students and Private Tutors“. Best Evidence in Chinese Education 11, Nr. 2 (30.07.2022): 1477–97. http://dx.doi.org/10.15354/bece.22.or063.
Der volle Inhalt der QuelleCao, Yan, und Shanshan Tang. „General and Vocational Tracks and Equity of Higher Education Enrollment Opportunities among Classes: A Reconstruction of Indicator System for Social Class-based Differential Enrollment Opportunities and its Empirical Analysis“. Best Evidence in Chinese Education 11, Nr. 1 (31.05.2022): 1461–66. http://dx.doi.org/10.15354/bece.22.ab003.
Der volle Inhalt der QuelleBeattie, Irenee R. „Tracking Women’s Transitions to Adulthood“. Youth & Society 49, Nr. 1 (03.08.2016): 96–117. http://dx.doi.org/10.1177/0044118x14527467.
Der volle Inhalt der QuelleKuzmina, Julia, und Martin Carnoy. „The effectiveness of vocational versus general secondary education“. International Journal of Manpower 37, Nr. 1 (04.04.2016): 2–24. http://dx.doi.org/10.1108/ijm-01-2015-0022.
Der volle Inhalt der QuelleDissertationen zum Thema "Vocational tracks"
Fletcher, Edward Charles Jr. „The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242157049.
Der volle Inhalt der QuelleSiccard, Anne. „L'orientation scolaire de jeunes ruraux, une construction conjointe entre élèves, familles et personnels : le cas de quatre collèges du département de Manche“. Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMC036.
Der volle Inhalt der QuelleRural Secondary School children’s “Further Education” choices and career plans are generally seen as being an almost forced decision. It would not be wrong to say that Secondary School leavers from rural areas tend to choose shorter, professionally based courses which experts put down to several specific reasons. First, families from a working-class background have a mindset tending towards the idea that the options available are more limited and that the possible “Further Education” courses are therefore rarer and further away from the family environment. Some families are not prepared to accept this imposed, educational mobility. The starting point for the following analysis takes into account the obvious notions that there is not a homogenous rural community but rather a variety of rural areas and working-class families. Considering these elements, this thesis tries to measure the step-by-step processes which lead to the decisions made for post-Secondary Education. The influence of Secondary Schools must also be considered in the essentially qualitative approach which includes the input given by statistical evidence. If the Social Class origins, especially the mother’s educational achievement level, can explain, for a large part, the choices made by students at the end of Secondary School ; this analysis must also take note of the professional and social level of the schools’ catchment area. Thes factors can be accentuated both by the Careers’ Advice available and the actual results of post Secondary School decisions, prevalent in each Secondary School. These influencing factors and the differences subsisting between each School are also important in each Educational Community’s way of apprehending Careers Advice and the decisions made by their pupils. Other reasons are also to be included, such as leisure time activities as well as peer pressure and influence of each family environment. These sociability factors can also contribute to the discovery of new Careers and Further Education possibilities
Wren, John C. „Rural region community cooperation, a Fast Track vocational technical education programme“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ55727.pdf.
Der volle Inhalt der QuelleFlegg, Robert Bertram. „The science career decision : a model describing the career orientation and decision-making processes of science-track students“. Thesis, Queensland University of Technology, 1997.
Den vollen Inhalt der Quelle findenCannan, James. „Learning a trade in New Zealand : On and off the job learning in engineering trades“. Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162602.
Der volle Inhalt der QuelleDoctor of Philosophy
Kusi-Mensah, Rita. „A Gendered Analysis of Formal Vocational Education, Skills Development, and Self-employment in Accra, Ghana: Exploring enterprise development and outcomes of women’s self-employment in the feminized trades“. Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17344.
Der volle Inhalt der QuelleIqbal, Muhammad. „Impact de l'occupation des sols agricoles contaminés sur la disponibilité des éléments trace : Mise en évidence du role des matières organiques dans le cas de cultures annuelles et cultures pérennes à vocation énergétique“. Electronic Thesis or Diss., Paris, AgroParisTech, 2012. http://www.theses.fr/2012AGPT0020.
Der volle Inhalt der QuelleThe changes in land use of contaminated agricultural soils are susceptible to modify their trace metal availabilities by changing the quality and quantity of soil organic matter. But the role of soil organic matter in the determinism of trace metal availabilities in contaminated soils is not well known. The objective of the present study was to assess the role of soil organic matter in determinism of trace metal availabilities and their dynamics in contaminated soils varying in their texture and nature of pollution. A strategy of studying Cu, Pb, Zn and Cd availabilities of two sites with different texture and origin of pollution was adopted and the role of organic matter was assessed through; 1) sampling the soils of two parcels at each site with two different land uses i.e. under annual crop and under perennial energy crop miscanthus, 2) changing the soil organic matter of these soils through in vitro soil incubations. A combined approach of chemical metal extractions and metal localization study in different soil size fractions was used. The results of the trace metal availabilities of the soil under miscanthus compared to annual crop soil showed that the influence of changes in organic matter through land use was different at both sites. In the silty clayed soil, the availability of Cu and Pb which are the metals known to be preferentially bound to organic matter was decreased with an increase in their localization in soil finer fractions. In the site with organic matter rich sandy soils the availability of metals which are known to be bound to soil mineral phases i.e. Zn and Cd was changed without a change in their localization. The results of laboratory incubation experiments revealed that the mineralization of soil organic matter affects the trace metal availability in two ways. Cu and Zn availabilities are changed in all soils whatever the texture while Pb and Cd availabilities changed only in sandy soils. This difference of the change of metal availabilities in both cases of organic matter variations i.e. between the soil samples under different land use and in the samples of laboratory incubations can be explained by the fact that the changes in organic matter were not similar in both cases. Our work on the metal enriched particulate organic matter (POM) fractions, the most labile organic matter fractions showed that POM act as source and sink of the metals in our conditions and POM associated copper is bioavailable in liquid medium but its bioavailability is less than the metal added as salt solution. These results, increasing the understanding of the role of soil organic matter in the determinism of trace metal availability in different textured soils, are discussed
Iqbal, Muhammad. „Impact de l'occupation des sols agricoles contaminés sur la disponibilité des éléments trace : Mise en évidence du role des matières organiques dans le cas de cultures annuelles et cultures pérennes à vocation énergétique“. Phd thesis, AgroParisTech, 2012. http://pastel.archives-ouvertes.fr/pastel-00811413.
Der volle Inhalt der QuelleRobertsson, Ester, und Sara Gustafsson. „Revisorns personlighet : Hur påverkar revisorns personlighetsdrag preferens för struktur och bedömning?“ Thesis, Linköpings universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119658.
Der volle Inhalt der QuelleBackground: More structure is being introduced in the auditing profession. Auditors need to balance structured and judgment-related tasks to maintain a high quality in the audit process. The individual auditor influences the process as personality traits have been shown to be related to the tasks which are preferred. Aim: The purpose is to explain how the auditor's personality traits influence preference for structure and judgment. Theory: Trait theory with focus on Big Five, vocational interests, comfort theory and definitions of structure and judgment. Method: The study uses a deductive research approach where hypothesis testing is used to test the above listed theories. The study is quantitative and survey method is used. The sample consists of certified auditors from Revisorsnämnden (2015). Result and conclusion: The result indicates that the auditor's personality traits may explain preference for structure and judgment. The study presents a positive significant relationship between auditors that are open and judgment-related tasks, and a negative significant relationship with structured tasks. A positive significant relationship exists between auditors that are conscientious and structured and judgment-related tasks. The study shows that the term comfort is an alternative way to measure preference. Contribution: The study provides a new perspective in the structure and judgment dilemma. The study also gives recruiters within audit companies an understanding in how the personality affects the work of auditors.
Ericksen, Julia A. „Women pursuing nontraditional careers: A social cognitive career theory perspective“. Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.
Der volle Inhalt der QuelleBücher zum Thema "Vocational tracks"
Schwartz, Lester. Career tracks. New York: Ballantine Books, 1985.
Den vollen Inhalt der Quelle findenThoughts. How to make beats: (get paid producing tracks) : learn the basics for track-writing. Akron: Shock Therapy, 2005., 2005.
Den vollen Inhalt der Quelle findenFisher, Jeffrey P. Cash tracks: How to make money scoring soundtracks and jingles : your complete business guide to original music profits! 3. Aufl. Westmont, IL: Fisher Creative Group, 1994.
Den vollen Inhalt der Quelle findenWilliam, Hughes. Your career track: Self-evaluation and career track decision making. Hampstead, MD: Old Line Pub., 2012.
Den vollen Inhalt der Quelle findenLewis, Adele Beatrice. Fast-track careers for the 90s. Glenview, Ill: Scott, Foresman, 1990.
Den vollen Inhalt der Quelle findenGisler, Margaret. Careers for hard hats & other constructive types. Chicago: VGM Career Books, 2001.
Den vollen Inhalt der Quelle findenSumichrast, Michael. Opportunities in buidling construction. 3. Aufl. New York: McGraw-Hill, 2007.
Den vollen Inhalt der Quelle findenSticht, Thomas G. Construction trades knowledge base. Lake Forest, Ill: Glencoe, 1992.
Den vollen Inhalt der Quelle findenBethany, Harvey, und National Center for Construction Education and Research (U.S.), Hrsg. Careers in construction. Upper Saddle River, NJ: Pearson/Prentice Hall, 2006.
Den vollen Inhalt der Quelle findenO'Neill, Chris. Fast track to success: Managing. New York: Pearson Financial Times, 2010.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Vocational tracks"
Jacobs, Ryleigh, Catherine Pitcher, Richa Gupta und Rinesa Deshishku. „Multi-skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning“. In Education to Build Back Better, 21–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_2.
Der volle Inhalt der QuelleOates, Tim. „A converging system? Explaining difference in the academic and vocational tracks in England“. In Key Qualifications in Work and Education, 91–116. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5204-4_7.
Der volle Inhalt der QuellePaaßen, Benjamin, Malwina Dywel, Melanie Fleckenstein und Niels Pinkwart. „Interpretable Knowledge Gain Prediction for Vocational Preparatory E-Learnings“. In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium, 132–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11647-6_23.
Der volle Inhalt der QuelleBlossfeld, Pia Nicoletta. „Social Origin, Mobility Flows between Vocational and Academic Tracks and Highest Level of Educational Attainment“. In Changes in Inequality of Educational Opportunity, 129–70. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22522-3_6.
Der volle Inhalt der QuelleGervacio, Juvy Lizette M. „The “University of the Future” of the Philippines: The Case of University of the Philippines Open University’s Master of Public Management Program“. In Creating the University of the Future, 373–92. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_19.
Der volle Inhalt der QuelleSlade, Bonnie, und Preeti Dagar. „Tracing Longitudinal Impact of Professor Lalage Bown: International Master in Adult Education for Social Change“. In Adult Education and Social Justice: International Perspectives, 269–79. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0253-4.27.
Der volle Inhalt der QuelleJinJie, Xu. „Social and economic impact on academic performance of students in a vocational track“. In Reassessing Vocational Education in China, 38–62. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003407485-3.
Der volle Inhalt der QuelleJia, Dongyao, und Shengxiong Zou. „Vocational Skills Comprehensive Evaluation Method of Track Maintenance Workers“. In Lecture Notes in Electrical Engineering, 487–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-53751-6_52.
Der volle Inhalt der QuelleLessard-Phillips, Laurence, Yaël Brinbaum und Anthony Heath. „Academic and Vocational Tracking in Upper Secondary Education“. In Unequal Attainments. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265741.003.0005.
Der volle Inhalt der QuelleTarabini, Aina, Javier Rujas und Sara Gil. „In the name of vocations: teachers’ discursive legitimations of upper secondary educational choices“. In Educational Transitions and Social Justice, 64–84. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447363422.003.0004.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Vocational tracks"
Dietsch, Sandra, und Anja Naumann. „Increasing the Vocational Action Competences of Rail Traffic Controllers by Creating a Virtual Learning Environment for Trainees“. In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100732.
Der volle Inhalt der QuelleDAUKILAS, Sigitas, und Rita KEIBIENĖ. „FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS“. In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.
Der volle Inhalt der QuelleMing, Li, Kuncharee Kakhai und Yuwen Meng. „PROBLEMS AND COUNTERMEASURES OF DOUBLE-QUALIFIED TEACHER COMPETENCE IN VOCATIONAL COLLEGES - TAKING GUANGXI REGION AS AN EXAMPLE“. In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/38fe1wk.
Der volle Inhalt der QuelleHerlandy, Pratama Benny, Edi Ismanto, Melly Novalia, Rahmad Al Rian, Noverta Effendi und Defrizal Hamka. „Factors that Contribute to the Achievement of Vocational Competencies of Vocational School Students in Pekanbaru“. In Proceedings of the International Conference of CELSciTech 2019 - Social Sciences and Humanities track (ICCELST-SS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccelst-ss-19.2019.9.
Der volle Inhalt der QuelleKithinji, Winfred. „Adapting Apprenticeships Learning for Youth Employability: Evidences from Selected Dual Vocational Training Projects in Kenya“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.272.
Der volle Inhalt der QuelleSomov, Denis Sergeevich, und Aleksandr Tagirovich Mukhametshin. „Vocational Education at the University: Renewal Priorities“. In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86009.
Der volle Inhalt der QuelleAndra, Craciun, und Barbara Craciun. „DOMINANT VOCATIONAL PROFILE IDENTIFIED AMONG STUDENTS OF POLYTECHNICS UNIVERSITY, BUCHAREST“. In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-205.
Der volle Inhalt der QuelleKurrokhmat, Toni, und Dedi Rohendi. „WEB-Based Tracer Study in Vocational High School“. In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.028.
Der volle Inhalt der QuelleHandayani, Luh Nyoman Chandra, I. Made Sumartana und I. Nyoman Suka Sanjaya. „Second Language Pragmatic Knowledge of Indonesian Higher Vocational Education Students“. In Proceedings of the International Conference On Applied Science and Technology 2019 - Social Sciences Track (iCASTSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icastss-19.2019.31.
Der volle Inhalt der QuelleMitevska, Mayiana, und Paulina Tsvetkova. „THE MEDIATING EFFECT OF EMOTIONAL INTELLIGENCE ON THE BIG FIVE PERSONALITY TRAITS AND THE BIG SIX VOCATIONAL INTERESTS“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact063.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Vocational tracks"
De Lucena, Thiago, Sammara Soares, Juliana Camargo, André Portela Souza, Amanda Arabage und Lycia Lima. Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, Juni 2015. http://dx.doi.org/10.18235/0006998.
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