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Relevant bibliographies by topics / Post-secondary education

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Academic literature on the topic 'Post-secondary education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2023

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Journal articles on the topic "Post-secondary education"

1

Crowe, Frederick E. "Post-Secondary Education." Lonergan Workshop 5, no. 9999 (1985): 109–32. http://dx.doi.org/10.5840/lw19855supplement19.

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Kuo, Bor-Chen. "Motivation and post-secondary education." Educational Psychology 38, no. 6 (July 3, 2018): 709–10. http://dx.doi.org/10.1080/01443410.2018.1478197.

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Liu, Ou Lydia. "EXAMINING AMERICAN POST-SECONDARY EDUCATION." ETS Research Report Series 2011, no. 1 (June 2011): i—42. http://dx.doi.org/10.1002/j.2333-8504.2011.tb02258.x.

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Wijnia, Lisette. "Students’ motivation in secondary and post-secondary education." Educational Psychology 40, no. 8 (September 13, 2020): 913–16. http://dx.doi.org/10.1080/01443410.2020.1813404.

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Mupinga, Davison M., and Kelly Livesay. "Consider Vocational-Technical Education for Post-Secondary Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 77, no. 6 (July 2004): 261–63. http://dx.doi.org/10.3200/tchs.77.6.261-263.

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Ferris, Peter. "Post-Secondary Education in Northern Canada." Canadian Journal of Higher Education 19, no. 1 (April 30, 1989): 1–9. http://dx.doi.org/10.47678/cjhe.v19i1.183052.

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Levin, Ben, and William Alcorn. "Post-secondary Education for Indigenous Populations." Adult Learning 11, no. 1 (December 1999): 20–25. http://dx.doi.org/10.1177/104515959901100107.

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Jones, Lesley. "Deaf Students in Post-secondary Education." Disability, Handicap & Society 8, no. 2 (January 1993): 230–32. http://dx.doi.org/10.1080/02674649366780241.

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Chung Sea Law, Dennis. "Quality assurance in post‐secondary education." Quality Assurance in Education 18, no. 1 (February 2, 2010): 64–77. http://dx.doi.org/10.1108/09684881011016007.

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Loewen, Gladys. "Improving access to post-secondary education." Psychosocial Rehabilitation Journal 17, no. 1 (1993): 151–55. http://dx.doi.org/10.1037/h0095618.

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Dissertations / Theses on the topic "Post-secondary education"

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Rideout, Roxanne Sharon. "Partnerships in education : secondary/post-secondary collaboration /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ62419.pdf.

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Hug, Sébastien. "Towards a Canada Post-Secondary Education Act?" Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20329.

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The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.

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Powell, Scott M. "Perceptions of Appalachian Students about Post-Secondary Education." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210366687.

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Bartholomew, Greg. "An Educational Transition: Post-Secondary Correctional Education - A Qualitative Case Study." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2007.

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This study examines the transition of a post-secondary correctional education (PSCE) system formerly facilitated by higher education to the current system administered by the State Department of Corrections (SDC). This study used qualitative case study methodology utilizing multiple perspectives from five different stake-holding groups or five socials units: state legislators, county law enforcement personnel, state higher education administrators, SDC personnel, and technical college personnel. A thick, rich description of the transition was obtained by relying on multiple perspectives recorded in interviews of stakeholders in PSCE.The stakeholders’ perception of this educational transition that changed PSCE in one state was shaped by personal perspectives on issues surrounding the education of the incarcerated. The rhetoric, political machinations, and reality of this transition define stakeholders’ perspectives of the driving forces that initiated the facilitation of PSCE from a Higher Education run system to one run by the SDC.

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Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.

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The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).

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Alattar, Manar Arica. "Food Waste Diversion Programming in Post-Secondary Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4256.

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The urgent need for reform of USA and global food systems is evident in the pervasiveness of both food waste and food insecurity. Such an inefficient system strains the environmental, social, and economic systems on which it relies. Although policy and infrastructure changes are essential, consumers can play a significant role by decreasing their food waste, given that consumer waste represents 60% of the waste along the food cycle in developed countries. Incorporation of food literacy and food waste education in school curricula may provide a meaningful entry point for promoting food waste reduction skills. This dissertation presents context on the suitability of food systems for science and climate change education. Practical implementation of this concept is then explored through a survey of 495 students at Portland State University that presents the reported knowledge, attitudes, emotions, and beliefs related to food waste. The underlying factors that influence student food waste behavior and intent to change such behavior are likewise explored. I also provide a description and assessment of a food waste diversion program, No Scrap Left Behind, that was developed and piloted at PSU. I found that knowledge, attitudes, emotions, beliefs, and reported food-related behaviors were generally positive. Students were also interested in taking action and perceived that their food-related actions could make a difference. Intent to change food waste behaviors was influenced by: 1) sustainability actions, 2) food waste diversion actions, 3) attitudes about composting, 4) composting, 5) reported household food waste, 6) material reuse attitudes. Reported food waste diversion behaviors were related to: 1) intent to reduce food waste, 2) knowledge and attitudes towards composting, and 3) attitudes about reuse. The measures of reported knowledge, attitudes, emotions, beliefs, and behaviors were not significantly influenced by No Scrap Left Behind programming, but actual measured food waste was decreased by one-fourth both over an academic year and within an academic term of programming. This indicates that students are amenable to food waste behavior change when given the encouragement and infrastructure to make that change. Further research may consider opportunities for food waste education beyond the cafeteria setting, particularly as an entry into more complex discussions around environmental, social, and economic systems and concepts.

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Martin, Courtney J. "Student Involvement in Extracurricular Activities and Post-Secondary Education Placement." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10030342.

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Extracurricular activities have been an important part of adolescents’ lives for generations (Kremer-Sadlik, Izquierdo, & Fatigante, 2010). Extracurricular activities take place outside of the classroom and result in several benefits to students (National Federation of State High School Associations [NFHS], 2010). With the recent recession in the United States, many school districts are having to find ways to cut budgets and are looking at eliminating extracurricular activities to save money (Lamb, 2011). Data from graduating seniors were reviewed in the largest accredited public school district in a Midwestern state. Graduates are required to take a post-follow up survey upon graduating from high school (DESE, 2015). This study involved examination of what those graduates who participated in extracurricular activities while in high school did after graduating. Five high schools were examined within the school district. Each of the five high schools creates an eligibility roster of students who participate in extracurricular activities. The data were collected from the 2011, 2012, and 2013 graduating classes. Graduates who did and did not participate in extracurricular activities were compared, noting whether they went on to college or the military or the workforce. The data revealed more students who participated in extracurricular activities while in high school went on to college than did those students who did not participate.

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Sanga, Kabini F. "Post-secondary governance of international education, a Saskatchewan study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24046.pdf.

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Fuzessy, Christopher. "Biculturalism in post-secondary Aboriginal education, an Inuit example." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0015/MQ44889.pdf.

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Weinkauf, Tim. "Inclusive post-secondary education, practices for a new frontier." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60402.pdf.

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Books on the topic "Post-secondary education"

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Canada. Dept. of Finance. Investing in post-secondary education. [Ottawa: Dept. of Finance], 1997.

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Clothey, Rebecca, Stacy Austin-Li, and John C. Weidman, eds. Post-Secondary Education and Technology. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770.

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Canada. Dept. of Finance. Investing in post-secondary education. Ottawa: The Dept., 1997.

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Colclough, Christopher. Investment options in post-secondary education. [Gaborone]: University of Botswana, 1988.

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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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Schukert, Michael A. Post-secondary aviation & space education reference guide. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.

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7

Service, Ontario Legislative Research. Post-secondary education reforms in other provinces. Toronto: Legislative Library, 1996.

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Lemieux, Thomas. Post-secondary education and increasing wage inequality. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Schukert, Michael A. Post-secondary aviation & space education reference guide. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.

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Schukert, Michael A. Post-secondary aviation & space education reference guide. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.

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Book chapters on the topic "Post-secondary education"

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Faragher, Rhonda M. "Studying post-secondary education." In A Practical Guide to Educating Learners with Down Syndrome, 181–89. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429262739-19.

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Kang, Trivina. "Post-secondary Education in Singapore." In Education in Singapore, 69–85. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9982-5_5.

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Moxom, Nanludet, and 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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Rosario, Mercedes del. "ICT in Education Policies and National Development." In Post-Secondary Education and Technology, 17–38. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_2.

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Clothey, Rebecca, Stacy Austin-Li, and John C. Weidman. "Introduction." In Post-Secondary Education and Technology, 1–13. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_1.

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Tamim, Rana M. "Blended Learning for Female Empowerment." In Post-Secondary Education and Technology, 201–22. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_10.

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Tamim, Rana M. "Blended Learning for Female Empowerment." In Post-Secondary Education and Technology, 223–42. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_11.

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Wa-Mbaleka, Safary. "Educational Accessibility for African Refugees Challenges and Opportunities." In Post-Secondary Education and Technology, 243–58. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_12.

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Smyth, Robyn, Trish Andrews, Richard Caladine, and Jason Bordujenko. "Rich Media Technologies." In Post-Secondary Education and Technology, 39–61. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_3.

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Li, Minghua. "A Learning Center-Based Community College Model Separating Educational Infrastructure and Program Providers." In Post-Secondary Education and Technology, 63–80. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_4.

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Conference papers on the topic "Post-secondary education"

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Küttim, Merle, Jelena Hartšenko, and 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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"Providing Geomedia Skills beyond (Post)Secondary Education." In GI_Forum 2013 - Creating the GISociety. Vienna: Austrian Academy of Sciences Press, 2013. http://dx.doi.org/10.1553/giscience2013s317.

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Anyinam, Charles, Sue Coffey, Rick Vanderlee, Celina Da Silva, Frank Smith, Hilde Zitzelsberger, Jason Thompson, and Francine Odette. "INNOVATION SUPPORTING POST-SECONDARY STUDENTS WITH DISABILITIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1178.

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Banerjee, Satindranath, and Jalal Kawash. "Re-thinking computer literacy in post-secondary education." In the 14th Western Canadian Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1536274.1536282.

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Lee, Yujin, Ali Bicer, Hyunkyung Kwon, Michael S. Rugh, Robert M. Capraro, Mary M. Capraro, and Luciana Barroso. "Post-Secondary Ready:Does the STEM curriculum Matter?" In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028434.

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Brohinsky, William R. "Post-secondary photonics lab: simplified portrait holography." In Tenth International Topical Meeting on Education and Training in Optics and Photonics, edited by Marc Nantel. SPIE, 2015. http://dx.doi.org/10.1117/12.2207324.

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Machado, Jose, Eurico Seabra, Cristina Reis, Sofia Pelayo, and A. Caetano Monteiro. "The role of Superior Education Institutions on post-secondary (non superior) education." In 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492366.

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Young, Nick, and Shriram Krishnamurthi. "Early Post-Secondary Student Performance of Adversarial Thinking." In ICER 2021: ACM Conference on International Computing Education Research. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3446871.3469743.

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Lucietto, Anne, Liza Russell, and Emily Schott. "How Different are Pre and Post-Secondary STEM Educators?" In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028372.

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Krishnamurthi, Shriram, Anika Bahl, Benjamin Lee, and Steven Sloman. "Problematic and Persistent Post-Secondary Program Performance Preconceptions." In Koli 2022: 22nd Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3564721.3564722.

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Reports on the topic "Post-secondary education"

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Brown, Jessie. Personalizing Post-Secondary Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.221030.

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Lemieux, Thomas. Post-Secondary Education and Increasing Wage Inequality. Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12077.

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Alattar, Manar. Food Waste Diversion Programming in Post-Secondary Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6140.

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Stol, Jacqueline Stol, Rebecca Houwer Houwer, and Sarah Todd Todd. Bridging Programs: Pathways To Equity In Post-Secondary Education. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), September 2016. http://dx.doi.org/10.15868/socialsector.33747.

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Furstenberg, Frank, and David Neumark. School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. Cambridge, MA: National Bureau of Economic Research, April 2005. http://dx.doi.org/10.3386/w11260.

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Lam, David, Cally Ardington, Nicola Branson, and Murray Leibbrandt. Credit Constraints and the Racial Gap in Post-Secondary Education in South Africa. Cambridge, MA: National Bureau of Economic Research, November 2013. http://dx.doi.org/10.3386/w19607.

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Arias Ortiz, Elena, Carolina González-Velosa, and Gregory Elacqua. Appendix to "Adulthood: Formal Post-Secondary Education," Chapter 9 of Development in the Americas 2017. Inter-American Development Bank, June 2017. http://dx.doi.org/10.18235/0000735.

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Murnane, Richard, John Willett, and Kathryn Parker Boudett. Does Acquisition of a GED Lead to More Training, Post-Secondary Education, and Military Service for School Dropouts? Cambridge, MA: National Bureau of Economic Research, April 1997. http://dx.doi.org/10.3386/w5992.

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Beuermann, Diether, Andrea Ramos Bonilla, and Marco Stampini. Interactions between Conditional Cash Transfers and Preferred Secondary Schools in Jamaica. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003862.

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We explore whether the academic benefit from attending a preferred secondary school differs between beneficiaries and non-beneficiaries of the Jamaican Conditional Cash Transfer Program, Programme of Advancement through Health and Education (PATH). The academic outcomes assessed include end of secondary and post-secondary high-stakes examinations independently administered by the Caribbean Examinations Council. Among girls, receiving PATH benefits before secondary school enrollment does not influence the academic gains from attending a more selective school. However, boys who received PATH benefits prior to secondary school enrollment benefit significantly less from subsequently attending a more selective school with respect to comparable peers who did not receive PATH benefits. These results suggest negative dynamic interactions between PATH and selective secondary schools among boys.

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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.

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