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Relevant bibliographies by topics / Post-secondary schools

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Academic literature on the topic 'Post-secondary schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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Journal articles on the topic "Post-secondary schools"

1

Gallander Wintre, Maxine, and Ashley S. Morgan. "Transferring Post-Secondary Schools." Journal of Adolescent Research 24, no. 6 (August 25, 2009): 726–49. http://dx.doi.org/10.1177/0743558409341081.

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Manchester, Ralph A. "Promoting Health in Post-Secondary Music Schools." Medical Problems of Performing Artists 21, no. 3 (September 1, 2006): 95–96. http://dx.doi.org/10.21091/mppa.2006.3020.

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The Special Article in this issue of Medical Problems of Performing Artists has the potential to usher in a new era in improving the lives of musicians (and potentially other performing artists) around the world. The Health Promotion in Schools of Music conference that was held in Texas in the fall of 2004 brought together a rich mixture of music and performing arts medicine professionals. Stimulated by the new National Association of Schools of Music accreditation standard that requires undergraduate music students to receive instruction in injury prevention and occupational health promotion, participants in the conference worked diligently for 3 days to discuss what we know, what we don't know, and how to approach the vital yet immensely complex issue of health promotion and injury prevention for college-level music students. While the recommendations in the Special Article are intentionally broad and allow each school to develop its own program, they are based on a true state of the art analysis of the field.

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Rothwell, Gregory, and Michael Shaffer. "eSports in K-12 and Post-Secondary Schools." Education Sciences 9, no. 2 (May 15, 2019): 105. http://dx.doi.org/10.3390/educsci9020105.

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eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools.

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Thunø, Mette. "Secondary Vocational Schools in Post-Mao China." China Information 6, no. 3 (December 1991): 44–56. http://dx.doi.org/10.1177/0920203x9100600303.

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Günay, Aslı, Ömer Açıkgöz, Zafer Çelik, and Murat Öztürk. "Sectoral Relations, Appropriateness, Supply-Demand Problem in the Post-Secondary Vocational Schools: Recommendations for Improvement." Yuksekogretim Dergisi 10, no. 3 (December 1, 2021): 328–39. http://dx.doi.org/10.2399/yod.19.631479.

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This current study aims to identify the problem areas of the post-secondary vocational schools and develop some possible actions that could be taken to improve them. In order to obtain information about the current status of these schools, a questionnaire was prepared and distributed to post-secondary vocational school employees and 167 industrial sector representatives. The answers of these respondents were analyzed by using factor analysis, and some indexes were generated. The results of this study suggest that the main problems of the post-secondary vocational schools are stated as the limited collaboration between the post-secondary vocational schools and the private sector firms, selection of inappropriate locations to open post-secondary vocational schools, limited social facilities, and the lack of job opportunities for some graduates of associate degree programs. Some institutional and educational recommendations are suggested by the participants for solving these problems. For example, to improve the institutional status of the post-secondary vocational schools, the duration of workplace training should be increased, machinery and equipment used in these schools should be enhanced, and employment demand projections should be taken into consideration while determining the student admission quotas. In terms of education and training, they propose that the education period should be extended for the students to gain professional skills and competences, and a preparatory class should be placed to improve the basic professional skills of the general high school graduates who enrolled in these schools.

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Sowislok, Krystian. "Przedsiębiorczość w szkole ponadgimnazjalnej na przykładzie II Liceum Ogólnokształcącego w Zabrzu." Przedsiębiorczość - Edukacja 8 (January 1, 2012): 57–63. http://dx.doi.org/10.24917/20833296.8.5.

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It has been ten years since the business studies subject was introduced into the Core Curriculum of post-secondary schools in Poland. In 2005 and 2006 I was conducting research among students of the 2nd Upper Secondary School in Zabrze. The aim of this research was to learn about their views regarding the most important tasks of school resulting from the Core Curriculum of this subject; the most interesting information and skills acquired during the business studies and validity of introduction this subject into the post-secondary schools. Next, I will compare the results of these studies with the ones conducted this year among the present students of the 2nd Upper Secondary School, as well as with the opinions of this school’s graduates with whom I’m in contact through the social networking sites. Therefore it will be also possible to compare certain expectations of these young people with the reality of life outside the school environment.

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Etherington, Nicole. "Widening Participation through Alternative Public Schools: A Canadian Example." Sociological Research Online 18, no. 2 (May 2013): 59–71. http://dx.doi.org/10.5153/sro.2926.

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In recent years, the development of the global knowledge economy has rendered post-secondary education necessary for employment and earning potential, with manual labour no longer as prevalent or secure as it once was. Yet, access to post-secondary institutions continues to be stratified based on social class. To support working-class students in obtaining a post-secondary education, some countries have opened alternative public schools geared toward this purpose. This article draws on a Canadian case study of a school for working-class students whose parents do not have any post-secondary education to investigate the discourse surrounding these institutions and their goals. Using a content analysis of newspaper articles and policy documents, I find that while alternative schools certainly have the potential to increase educational attainment amongst working-class students, they may pose significant challenges to working-class identities.

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Kiat, SIM Choon. "Meritocracy at Post-secondary Schools in Japan and Singapore." Journal of Educational Sociology 76 (2005): 169–86. http://dx.doi.org/10.11151/eds1951.76.169.

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Kifayatullah, Asghar khan, and Muhammad Safdar Luqman. "Pre and Post 9/11 era in Perspectives of the Impact of Terrorism on Sports at Secondary School Level in South Waziristan Agency." Global Physical Education & Sports Sciences Review III, no. I (December 30, 2020): 27–32. http://dx.doi.org/10.31703/gpessr.2020(iii-i).05.

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The main purpose of the study was to investigate the Pre and Post 9/11 Era in Perspectives of the Impact of Terrorism on Sports at Secondary School Level in South Waziristan Agency. All the secondary schools and Agency Education office of SWA were the proposed place of the work. The researcher focused on the rural Secondary level Schools. Close ended questionnaire was used for the data collection. Stratified sample technique was adopted for the current study. The sample of study was 248 consisting of physical Education teachers, general teachers and athletes. Correlation and regression test were applied for the data analyses. The results show The relationship between pre 9/11 and post 9/11 era in perspective of impact of terrorism on sports at secondary school level was negative it was also concluded that Terrorism has negative impact upon sports activities conducted among the secondary schools after 9/11 era in South Waziristan Agency. The researcher recommended that Government may pay special attention to School Sports and give full proof security during sports Competitions.

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Murphy, Joseph. "The Evolution of the High School in America." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–18. http://dx.doi.org/10.1177/016146811611801313.

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The narrative in this article runs as follows. As the political, social, and economic environments that surround the American high school undergo seismic shifts, they create new forms of secondary education. We report that the environmental conditions between 1890 and 1920 were such that most of the pillars that anchored the American high school prior to the 20th century were swept away. New scaffolding for how classrooms should function, how schools should be organized and managed, and how the school–community relationship should be defined was constructed. By the early part of the 20th century, the high schools the nation had known for the previous three centuries were mostly gone. Over the 30 years, the social, economic, and political environments that envelop education have begun to reshape the American high school once again. Pressures accompanying the evolution to a post-industrial economy have introduced new understandings of what society expects from its secondary schools. Political and social revolutions are also pushing the high school toward fundamental changes. The biblical aura of the 20th century organizational and management playbooks for high schools are being rewritten under an onslaught of post-professional, post-public monopoly views of schools, how they work, and how they need to be shepherded to success.

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

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Thomas, Michael. "The secondary principalship: administrators' perceptions of pre- and post-service barriers to effectiveness." Youngstown State University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996756860.

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Galbreath, Leslie M. "Tracking public post-secondary enrollment patterns of Missouri A+ Program-eligible graduates." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4750.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

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Sanderson, Victoria. "Post-Secondary Students with Symptoms of Psychosis: A Mixed-Methods Systematic Review." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39788.

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The purpose of this thesis was to synthesize evidence on symptoms of psychosis in post-secondary students, including participant characteristics, prevalence, risk factors, interventions, and reported experiences. The design was a mixed-methods systematic review, modeled on the Joanna Briggs Institute and PRISMA guidelines, with all standard systematic review procedures followed. A search in nine databases yielded 26 (published between 2006 and 2018) articles for inclusion. Data were analyzed according to objectives and reported using synthesis tables and narrative summaries. Average age of participants was 21 years and most identified as female and Caucasian. Prevalence of psychosis across the included studies was inconclusive. Risk factors associated with symptoms of psychosis included substance use, depression, and younger age. There were five interventions with mixed results and three studies about experiences. While five promising interventions exist, inadequate testing and replication limits confidence in their effectiveness. There is a notable deficit in qualitative evidence exploring the experiences of students with symptoms of psychosis.

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Barbis, Anthony M. "The impact of the Missouri A+ Schools Programs on high school graduation rates and post-secondary enrollment rates /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115521.

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Ng, King Wah Charlie. "An Odyssey Between Fragments : Post-Modernity, Power, Networks and Identities in Hong Kong Secondary Schools." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514290.

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McKinley, Rashida J. "Exploration of Post-secondary Preparation in Urban, Suburban, and Rural High Schools in the State of Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427396.

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The purpose of this study was to analyze how high schools in the state of Missouri’s rural, suburban, and urban areas were preparing students for post-secondary education and career readiness. The researcher analyzed the state of Missouri secondary data gathered from the 2013 through 2017 school years, in urban, suburban, and rural high schools. The researcher also surveyed school guidance counselors and administrators. The data represented consisted of ACT Composite Scores, Annual Performance Reports, Post-Secondary Placements, Career and Technical Education Placements, Dropout Rates, and Graduation Rates. This examination utilized a mixed method study to gain an understanding of each school’s delivery method, as well as factual data. Such an investigation was undertaken to understand how each targeted school was performing and what areas needed improvements.

The results of the study indicated that there were multiple elements that may be causing urban school students to perform less than their counterparts, and suburban schools to outperform rural and urban schools. Suburban students had the highest score for meeting or exceeding the minimum ACT score, rural schools came second, and urban schools had the lowest scores. Rural schools had the highest number of students attending Technical Schools after graduation. Data also indicated that counselors from rural schools felt that an unsuccessful strategy was verbally telling students to apply to college, and that universal programs did not work well with their students. Suburban school counselors felt their caseloads were too large, which limited the 1-1 interaction that students needed. Urban school counselors felt that getting parents involved was a challenge and students had high levels of trauma, which led to difficulty in focusing on college or career options.

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Makhoba, Freddie Fukuza, A. B. Buthelezi, and B. T. Gumede. "Influence of the post-provisioning model in curriculum implementation at Secondary Schools in the King Cetshwayo District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1751.

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A thesis submitted in accordance with the requirements for the Degree Master of Education in the Department of Educational Foundations and Management at the University of Zululand, 2018.
When Post-Provisioning Model (PPM) was implemented in 1998, it appeared as if the need to maintain quality teaching and learning and good working conditions for educators was not taken into consideration. The conditions under which schools have been working since the implementation of the PPM do not appear to have improved curriculum implementation in schools. This has affected the management of implementation, and to a large extent the entire education system in South African schools. In this study, the researcher investigates the influence of the PPM on curriculum implementation at secondary schools in the King Cetshwayo District of KwaZulu-Natal in South Africa. The objectives of the study were to:  To establish how principals manage the PPM at secondary schools.  To find out the influence of the PPM in curriculum implementation at secondary schools. The quantitative approach grounded in the positivism paradigm was used to collect and interpret empirical data from principals of secondary schools in the King Cetshwayo District. The findings of the study reveal that the influence of the PPM in the management of the schools and in curriculum implementation affects the performance in all spheres of the schools in the King Cetshwayo District. The principals experience contextual problems which affect administration and curriculum implementation. The main recommendation from the study’s findings is that there is a need for the Department of Basic Education to revise the PPM in order to serve the needs of schools, particularly the previously disadvantaged schools that experience deficits in all areas of teaching and learning.

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Lambert, Ainsley E. "Applying & Deciding: Students' Perceptions of the Role of Parents and Schools in the College Enrollment Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377865780.

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Margot, Gary L. "An investigation of the Management Information Systems curriculum in Ohio post-secondary schools compared to the needs of business /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801318837.

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Wallace, Jennifer. "The Gift of a Scholarship: The reflective accounts of scholarship recipients attending elite secondary schools in post-apartheid South Africa." Doctoral thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33078.

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This study investigates the experiences of scholarship students from historically disadvantaged communities who attend elite secondary schools in South Africa. Specifically, the study analyses the narrated accounts of a sample of former scholarship recipients who reflect back on their experiences of entering into, and engaging with, the field of elite schooling, having come from very different primary school contexts. Viewing the scholarship as a form of a ‘gift' (following Mauss, 1969), and using a Bourdieusian framework and the concepts of habitus, field and capital as well as symbolic violence, the study investigates the dynamic and intricate interplay between the recipient of the scholarship on the one hand, and the elite schooling environment on the other. In-depth, one-on-one semi-structured interviews were conducted with 20 male and female scholarship recipients between the ages of 19 and 24 years. The focus of the interviews was on the participants' reflective experiences as scholarship recipients in elite South African schools. From the analysis of the narrative interview transcripts three main themes were explored: the interviewees' initial experiences of the elite school space; the adjustments that they felt were required of them in order to fit in and the strategies they employed to improve their positions within the field; and what their reflective accounts reveal regarding the impact of their secondary schooling experiences on their lives. This thesis makes several key contributions to academic debates on schooling in the postapartheid South African context. It shows that in this profoundly unequal setting, success in one part of the field does not necessarily equate to success in another. Moreover, any assumption that access to elite schooling through the awarding of a scholarship equates to ‘equal access' is refuted by the recipients' narratives of their experiences. In addition, the accounts of the participants in the study reveal that accepting the gift of a scholarship is far more complex, multi-layered, and at times harsh and even painful for the individual recipients than is possibly realised by those involved in this practice. Thus, as is seen from the scholarship students' accounts, the giving of a scholarship as an opportunity for upward social mobility impacts on the recipient in fundamental and unanticipated ways.

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Books on the topic "Post-secondary schools"

1

Riphahn, Regina Therese. The enrollment effect of secondary school fees in post-war Germany. Bonn, Germany: IZA, 2004.

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Western Australia. Visual Arts Education Review. A review of post secondary visual arts education in Western Australia. Nedlands: Western Australian Post Secondary Education Commission, 1985.

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Wales, Curriculum Council for. Planning in the secondary school: Snapshots of how some schools addressed a range of curricular issues post ERA. Cardiff: Curriculum Council for Wales, 1991.

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Ballator, Nada. NAEP 1998 reading state report for Department of Defense dependents schools. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1999.

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Ballator, Nada. NAEP 1998 reading state report for Department of Defense domestic dependent elementary and secondary schools. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1999.

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Gajar, Anna. Secondary schools and beyond: Transition of individuals with mild disabilities. New York: Merrill, 1993.

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Goody, Joan. Reading across cultures: Novels, short stories and other narrative writing for secondary schools, post-16 onwards and teachers in training. London: London Borough of Greenwich, 2003.

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Science, Department of Education &. A survey of careers education and guidance in secondary schools and post-16 education in Knowlesley: Knowlesley local education authority : a report by HMI. Stanmore: Department of Education and Science, 1991.

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Catney, Patrick J. Aspects of the secondary (post primary) headteacher's role in the light of the introduction of local management of schools: Identified by a review of selected, relevant texts. [S.l: The author], 1993.

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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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Book chapters on the topic "Post-secondary schools"

1

Bonati, Michelle L. "Preparing for Post-Secondary Transition." In Inclusive Education in Schools and Early Childhood Settings, 147–57. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2541-4_14.

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Tinsley, Teresa. "Languages in English Secondary Schools Post-Brexit." In Languages after Brexit, 127–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65169-9_11.

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Bakali, Naved. "Islamophobia in Quebec Secondary Schools: Inquiries into the Experiences of Muslim Male Youth Post-9/11." In Muslim Students, Education and Neoliberalism, 145–59. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56921-9_10.

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Elhassan, Khalid, and Ahmad Fawzi Kabaha. "Bridging the Quality Gap in English Language Education Between Post-secondary Education and Public Schools in Qatar." In Quality Assurance and Accreditation in Foreign Language Education, 111–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21421-0_8.

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Rédai, Dorottya, and Ráhel Katalin Turai. "Post-Socialist Gender Regimes and Controversial Ideas About Gender Equality in Hungarian Schools." In Gender Equality and Stereotyping in Secondary Schools, 125–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64126-9_5.

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Henrekson, Magnus, and Johan Wennström. "The Deinstitutionalization and Fragmentation of the Swedish School System." In Dumbing Down, 117–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_7.

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AbstractThe chapter shows how the educational trend of “post-truth” schooling continued in Sweden into the twenty-first century. It offers a close reading of the national curriculum that was in force at the time of writing (in 2021). The chapter also discusses how the Swedish school system in just a few years went from being very strictly regulated to being the polar opposite. These changes included a radical marketization of primary and secondary schooling that is unparalleled in any wealthy Western country. The chapter analyzes the school choice market in Sweden and describes how it interacts with postmodern social constructivist ideas, to the detriment of the teaching of knowledge in a classical sense.

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Morrow, Leeanne. "Beyond the Traditional: Academic Integrity in Canadian Librarianship." In Academic Integrity in Canada, 449–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_23.

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AbstractAcademic integrity and information literacy concepts are interwoven throughout academic processes. In Canada these are reflected in both secondary and postsecondary assessment environments. Academic librarians are well positioned within and beyond the academy to promote a culture of academic integrity to post-secondary and high school students. In 2008 authors Drinan and Bertram Gallant addressed the opportunity for librarians to take an active role in building a culture of integrity stating “The issue of plagiarism is one that cries out for the active participation of librarians not only in the academic integrity systems on their respective campuses, but also in the national and international academic integrity movement” (p. 137). The question is where are librarians in this movement in Canada? Beyond plagiarism, how far have librarians come in their involvement in academic integrity culture both on and off Canadian campuses? This chapter will look beyond the librarian's role in teaching information literacy and its principles in the classroom to further examine the inroads being made as an active partner with campus services and students in our communities. Connections between ACRL's six information literacy frames and academic integrity with a specific focus on “Scholarship as Conversation” and the role students' play in this process will be highlighted. Librarians have a pivotal role to play in moving the academic integrity conversation forward. Through their understanding of critical and ethical use of information they can be at the forefront of advocating for integrity in academic work and assisting in the success of students on and off campus.

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Malcolm, Seaborne, and Lowe Roy. "The design of post-war secondary schools." In The English School, 186–214. Routledge, 2020. http://dx.doi.org/10.1201/9781003027485-16.

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Malcolm, Seaborne, and Lowe Roy. "The design of post-war secondary schools." In The English School, 186–214. Routledge, 2020. http://dx.doi.org/10.4324/9781003027485-16.

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Uriegas, Brian. "Providing Post-Secondary Options for Low-Income Students in Rural Schools." In Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty, 359–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2787-0.ch017.

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As the number of students living in poverty continues to grow, schools are being tasked with finding ways to provide opportunities for life in the post-secondary world. Financial barriers often restrict these students from entering college or technical schools. In Texas, many schools are using the early college high school model to provide students with college credit at no cost to the student. Additionally, career and technical education programs coupled with the District of Innovation designation are allowing schools to provide students with work related experience and skills that will allow them to enter the skilled labor market upon graduation. This chapter explains the framework of these programs and how they are providing students of poverty with opportunities to be successful after high school, while facing their current financial struggles. Along with the benefits provided to students, the schools and communities are also feeling the benefits of these programs.

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Conference papers on the topic "Post-secondary schools"

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Bucior, Grzegorz, and Ewa Spigarska. "METHODOLOGY OF TEACHING FINANCIAL ACCOUNTING SUBJECTS TO THE STUDENTS OF SECONDARY ECONOMIC HIGH SCHOOLS (POST-SECONDARY SCHOOLS)." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1296.

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Spigarska, Ewa, Grzegorz Bucior, and Jaroslaw Kujawski. "PREFERENCES OF THE STUDENTS OF POST-SECONDARY HIGH SCHOOLS WITH ECONOMIC PROFILES AND THE QUALITY OF FINANCIAL ACCOUNTING TEACHING." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1415.

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Venelinova, Nataliya, and Deyan Matev. "CURRENT ISSUES IN THE EDUCATION OF STUDENTS IN SECONDARY SCHOOLS IN FORMING LASTING KNOWLEDGE AND CORRUPTION INTOLERANCE BEHAVIOR IN POST-TOTALITARIAN COUNTRIES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1486.

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Ali, Ruba, Jolly Bhadra, Nitha Siby, and Noora Al-Thani. "From Sports To Science: Designing Sports Products to Experience Science and Engineering." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0268.

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Sports can have a substantial impact on fostering cognitive and non-cognitive skills in youth leading to higher productivity. Its potential to integrate within diverse academic subjects makes it an ideal choice to attract high school students to grasp the emphasis of STEM fields and careers. In the midst of gradual educational reformations in Qatar, a novel sports driven STEM program was launched to derive the competencies in the secondary students and enhance their STEM literacy and aspirations. Sports, being an intrinsic motivator favored by the Qatari students, instigating active participation and inspiration, is integrated to the innovative learning approach, thereby acknowledging the relevance of science to real world applications. The 248 participants from 15 secondary schools actively engaged in the program comprising sports product based scientific workshops and an engineering design challenge, bridging the gap between science and sports. Results implicating the active involvement of the students, manifesting the quintessential 21st century skills in engineering products, were drawn out from mixed methods. Quantitative statistical analysis of pre-post surveys, review of sports products and the substantiating observations of the facilitators successfully validate the application of diverse dispositions in the program. Student attitudes towards STEM fields and careers apparently augmented by virtue of the program outcomes is also interpreted from the analysis.

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Virag-Iorga, Cristina, and Cristian Silviu Banacu. "Adult Learning Methods in Health Education Institutions." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/72.

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The research aims to identify learning styles in health education institutions. The analysis was applied in post-secondary health schools, identifying in addition to the general characteristics of the group, particular aspects of the Kolb model, which determines the belonging to a learning style. The research tool used was Kolb's questionnaire, it was applied in two health education units, in order to be able to capture possible differences between the learning styles present in the respondents of the general nurse specialization. It should be noted that the emphasis was on the four learning styles present in Kolb's model, as this model is the best known and it is still widely used in research. The study highlighted the fact that there is a diversity of learning styles identified within these health education institutions that depend to a greater or lesser extent on the age of the respondents. This research can be extended, being able to be applied in several post-secondary health education units in order to increase the degree of accuracy, the study can be carried out both in state or private health education units, thus increasing the complexity and will be able to obtain even more relevant results.

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Ali, Ruba, Jolly Bhadra, Nitha Siby, Zubair Ahmad, and Noora Al-Thani. "A STEM Model to engage Students in Sustainable Science Education through Sports: A Case Study in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0176.

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Sports is a powerful tool to make deeper connections, stimulations, and understanding of STEM (science, technology, engineering, and mathematics) education. Science in sports is a unique program established to present sports as a medium for STEM education. The program included 248 students (112 females and 136 males) from 15 secondary schools in the State of Qatar. The participants took part in interactive, hands-on learning workshops where they were challenged to design sports equipment from innovative materials while adhering to specific design criteria. Quantitative and t-test analysis were performed on data collected over five years from 2012 to 2017 of the program to analyze its effectiveness, along with the Research and Development (R&D) study obtained from pre and post-surveys of students, teachers, and facilitators to further analyze participants’ behaviors and attitudes.

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Mandala, Mahender, Mary Goldberg, Jonathan Pearlman, and Rory Cooper. "Research Experience for Veterans and Teachers: Motivation, Program Description, Outcomes and Expectations for Future." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35313.

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Students, especially from the underrepresented groups, are largely underprepared for and unaware of all the STEM opportunities at the undergraduate level. We have recognized this need with two populations: students that come directly out of K-12 schools and military veterans transitioning into college. We offer two programs to combat lower STEM enrollment and attrition at post-secondary institutions: a Research Experience for Teachers program that instructs teachers on an innovative product realization process to excite their K-12 students about STEM disciplines and an Experiential Learning for Veterans in Assistive Technology and Engineering program as a mechanism to advise and prepare Veterans with disabilities for their transition from the combat field to an academic career. In the following paper we look at a novel attempt to combining the two seemingly diverse populations of Teachers and Veterans in a single training initiative, made possible by their overlapping needs and STEM theme.

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W. Koziniec, Terry, and Michael W. Dixon. "ICT Industry Certification: Integration Issues for Post-Secondary Educational Institutions in Australia." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2515.

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Driven by the incredible pace of technological change the Information and Communication Technology (ICT) vendors have led the charge in promoting industry based technical certifications. Today, there are a plethora of instructor led, intensive, short courses that provide training in an ICT vendor’s product and prepare participants to sit a certification exam. Increasingly, vendors are developing expanded certification programs suitable for inclusion in high school, college and university courses. Although these programs are attractive to students and educational institutions, there are obstacles to be overcome and risks to be evaluated when attempting to integrate a certification program within a traditional offering. This paper examines these issues in detail.

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Carrigan, James H., David Anastasio, Alec Bodzin, Kate Popejoy, Tom Hammond, Shannon Salter Burghardt, Ian Hanson, et al. "LOCAL MENTOR PARTNERSHIP IN AN URBAN HIGH SCHOOL TO PROMOTE POST-SECONDARY STEM CAREER PATHS." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-318874.

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Uys, Philip, and Mike Douse. "The post-pandemic blended university in the time of digitisation." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0104.

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This paper documents the inevitable emergence of the ‘Global School’, assesses how the COVID-19 pandemic is hastening that transformation, and then focusses upon how these elemental educational developments may apply at the post-school level. Digitisation involves a pivotal leap in human potential as profound as the wheel in terms of development, as significant as the book in relation to information, and as iconoclastic as anything dreamed up by the deepest analyst/therapist in terms of the human psyche. Given that we are moving inexorably and joyfully into the One World One School situation, do we envisage the one global and blended university – where universal access and organisation are intermingled with local needs, cultures and priorities? Are we also progressing towards a blended post- secondary assessment and learning pedagogy in which the digital is dominant? And, if so, how will the pandemic – and the responses to it – pave the way towards that desirable destination?

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Reports on the topic "Post-secondary schools"

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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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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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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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Lincove, Jane Arnold, Catherine Mata, and Kalena Cortes. A Bridge to Graduation: Post-Secondary Effects of an Alternative Pathway for Students Who Fail High School Exit Exams. Cambridge, MA: National Bureau of Economic Research, February 2022. http://dx.doi.org/10.3386/w29742.

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