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Journal articles on the topic 'Second level education'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Duffy, Pat, Diarmuid Leonard, and Michael Darmody. "Physical education: Assessment in second level teaching." Irish Educational Studies 11, no. 1 (March 1992): 237–48. http://dx.doi.org/10.1080/0332331920110119.

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2

Cawley, Mary. "Geography Under Threat in Irish Second-level Education." International Research in Geographical and Environmental Education 7, no. 1 (January 1998): 5–13. http://dx.doi.org/10.1080/10382049808667554.

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3

Conway, Beineán, Keelin Leahy, and Muireann McMahon. "Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System." Sustainability 13, no. 16 (August 4, 2021): 8711. http://dx.doi.org/10.3390/su13168711.

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Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects.

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4

Lim, Jeongsub. "First-level and second-level intermedia agenda-setting among major news websites." Asian Journal of Communication 21, no. 2 (April 2011): 167–85. http://dx.doi.org/10.1080/01292986.2010.539300.

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5

Metelski, Adam. "Higher Education and Athlete’s Second Career." Journal of Education, Health and Sport 12, no. 6 (July 1, 2022): 314–22. http://dx.doi.org/10.12775/jehs.2022.12.06.030.

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Introduction and purpose. Many athletes obtain popularity during their time in sports, but what they do after the end of their professional careers is something that is rarely well known. It has to be stated that a sports career is a specific activity because it starts early in life, lasts relatively short, and the greatest successes usually occur when non-athlete peers are just starting to climb the steps of a typical professional career. Some former athletes do great after they retire from sports, but there are also many of those who have difficulties finding themselves in a new for them reality. The article aims to present how the level of education of former athletes’ affects their subsequent professional careers. Material and method. The study involved 301 former basketball players who previously played in 4 top leagues in Poland. The dependent variables in this study are the most common in the literature on the subject indicators of career success, such as earnings and job satisfaction. In turn, the independent variable is the level of education. In addition, the study considered whether the represented sports level influences the acquisition of education. Results. It turns out that those players who played in the top league finished their sports careers later and thus earned longer on basketball. However, more players from the lower leagues have higher education, and they are now more satisfied with their work. Conclusions. It may not be easy to combine professional sports at the highest level with studying. But the results of the research show that in the case of basketball, many athletes graduate from university. What is more, former players with higher education are usually very satisfied with their current job. In conclusion, it can be stated that former basketball players do well in their second careers, compared to the national average.

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6

McCloat, Amanda, and Martin Caraher. "An international review of second-level food education curriculum policy." Cambridge Journal of Education 50, no. 3 (December 27, 2019): 303–24. http://dx.doi.org/10.1080/0305764x.2019.1694641.

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7

Murphy, Paud. "Costs of an Alternative Form of Second-Level Education in Malawi." Comparative Education Review 37, no. 2 (May 1993): 107–22. http://dx.doi.org/10.1086/447178.

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8

Oldham, Elizabeth. "Second level mathematics curricula: The republic of Ireland in international perspective." Irish Educational Studies 10, no. 1 (March 1991): 122–38. http://dx.doi.org/10.1080/0332331910100114.

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9

Gaffield-Vile, N. "Content-based second language instruction at the tertiary level." ELT Journal 50, no. 2 (April 1, 1996): 108–14. http://dx.doi.org/10.1093/elt/50.2.108.

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10

Hussain, Ijaz, Javed Iqbal, and Noor Muhammad. "Virtual Education in Pakistan: A perceived perspective of 'Education-for-All' at higher education level." Journal of Social Sciences Advancement 3, no. 4 (December 7, 2022): 218–23. http://dx.doi.org/10.52223/jssa22-030404-50.

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Virtual education is a mode of education that is an opportunity for learners through synchronous and asynchronous educational technologies. This study aimed to find out the perspective of virtual 'Education-for-All' in higher education in Pakistan. It could not be underestimated as it was a vast job opportunity and a second opportunity for individuals. The population of this study was postgraduate learners of the Virtual University of Pakistan. The sample was drawn by using multi-staged random sampling techniques. At the first stage, 15 campuses (three from the university's own and twelve from affiliated campuses) were selected. At the second stage, 30 postgraduate students from each selected campus were selected randomly to make a total of 450 for the sample. The data was collected through a questionnaire developed on a five-pointed Likert scale. The research findings showed that the virtual education mode ensures 'Education-for-All' facilities for learners beyond gender biasness, geographical boundaries, cultural barriers, and in-service individuals. It was recommended that virtual education should expand at a large scale to provide the opportunity to the majority of the population.

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11

Belton, Sarahjane, Wesley O’Brien, Elaine Murtagh, Joao Costa, Johann Issartel, Jamie McGann, and Mika Manninen. "A new curriculum model for second-level physical education: Y-PATH PE4Me." Curriculum Studies in Health and Physical Education 13, no. 2 (January 8, 2022): 101–22. http://dx.doi.org/10.1080/25742981.2021.2018941.

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12

Margaret Ó hÓgartaigh. "A Quiet Revolution: Women and Second-Level Education in Ireland, 1878–1930." New Hibernia Review 13, no. 2 (2009): 36–51. http://dx.doi.org/10.1353/nhr.0.0080.

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13

Shufflebarger, Amanda M., and Kevin A. Scott. "Chemistry Departments Should Facilitate Graduate-Level Second-Language Writing Instruction." Journal of Chemical Education 97, no. 12 (November 18, 2020): 4220–24. http://dx.doi.org/10.1021/acs.jchemed.0c00896.

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14

Raker, Jeffrey R., and Marcy H. Towns. "Benchmarking problems used in second year level organic chemistry instruction." Chem. Educ. Res. Pract. 11, no. 1 (2010): 25–32. http://dx.doi.org/10.1039/c001043j.

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15

Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.

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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicating with non-English parents, and a knowledge of and contact with ethnic welfare/support agencies. A literature search revealed little in the way of studies on language provision for students of NESB in SSPs in the USA, Canada, Britain or in Australia. Assessment for placement in special education has always posed a difficulty in regard to students whose dominant language is not English. A move towards the use of Adaptive Behaviour Scales is a possible change in assessment procedures. where the level of language development will constitute just one factor among a number of others. The commencement of English as a second language programme and a bilingual programme are seen as innovatory in this field of education.

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16

Halton, Michael J. "Benchmarking: another attempt to introduce market-oriented policies into Irish second-level education?" Pedagogy, Culture & Society 11, no. 3 (October 2003): 331–51. http://dx.doi.org/10.1080/14681360300200178.

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17

Tiernan, Peter, and Jane O’Kelly. "Learning with digital video in second level schools in Ireland." Education and Information Technologies 24, no. 2 (September 27, 2018): 1073–88. http://dx.doi.org/10.1007/s10639-018-9811-6.

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18

Murphy, Brian. "Foreign language learning in Irish second level schools: gender very much on the agenda!" Irish Educational Studies 29, no. 1 (March 2010): 81–95. http://dx.doi.org/10.1080/03323310902884367.

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19

Courtois, Aline. "Internationalising practices and representations of the ‘other’ in second-level elite schools in Ireland." Globalisation, Societies and Education 14, no. 4 (October 9, 2015): 560–76. http://dx.doi.org/10.1080/14767724.2015.1077100.

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20

Aslam, Zeinab. "A Study of Factors Responsible for Low Motivation level for Learning English as Second Language Level in Saudi Female Students." Journal of English Language and Literature 1, no. 1 (February 28, 2014): 08–12. http://dx.doi.org/10.17722/jell.v1i1.2.

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English is hailed as one of the most popular second language among people living in different parts of the world, where it does not enjoy the status of the native language. Countries in the middle east especially Saudi Arabia has made noticeable changes in their education system, nearly at all levels to accommodate teaching of English in the curriculum. They are striving hard to make programs of teaching of English as Second language (ESL) a success. Despite all these continuous efforts low motivation level among the English learners especially females is a cause of worry for educationist in countries like Saudi Arabia. The present study is focused to look at some of the possible reasons for low motivation level in the female learners of Saudi Arabia, who study English as a second language at post-secondary level. The present study is based on personal experience, continuous observation and interaction with the students of various level and faculty members of College of Education for two years, in the capacity of an English Teacher. The College of Education Jubail is situated in the Eastern Province of Kingdom of Saudi Arabia.

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21

O'Brien, Maeve. "Mothers as educational workers: mothers’ emotional work at their children's transfer to second-level education." Irish Educational Studies 24, no. 2-3 (September 2005): 223–42. http://dx.doi.org/10.1080/03323310500435513.

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22

Smith, Phil. "Self-Determination and Independent Support Brokerage: Creating Innovative Second-Level Supports." Mental Retardation 41, no. 4 (August 2003): 294–98. http://dx.doi.org/10.1352/0047-6765(2003)41<294:saisbc>2.0.co;2.

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23

Li, Yili. "Assessing Second Language Writing." ITL - International Journal of Applied Linguistics 127-128 (January 1, 2000): 37–51. http://dx.doi.org/10.1075/itl.127-128.02li.

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Abstract This article examines the relationship between two kinds of methods used to assess the quality of second language writing : 1) objective computerised text analysis focusing on the linguistic features of written texts, and 2) subjective evaluation performed by human raters using a combination of holistic and analytical scoring procedures. In particular, it attempts to explore the potentials and possible limitations of using computerised programs as research tools in second language writing research. The written sample consisted of a total of 132 short essays written b y ESL students enrolled in various academic programs at an American university. The first method used computerized programs to assess the written texts in terms of syntactic complexity, lexical complexity and grammatical accuracy, whereas in the second method, two ESL raters evaluated the same sample of texts by first assigning a holistic score to each piece of writing, then applying an analytical scheme to assess linguistic features at the syntactic, lexical and grammatical level as well as textual and rhetorical features at the discourse level. A series of correlation analyses were performed using the scores obtained from these two kinds of assessment procedures at the correspondent levels. The results show that a significant correlation was consistently found between these two kinds of scores at the level of grammatical accuracy, yet n o significant correlation was found in any of the other categories. The results also indicate a high level of internal consistency in t he computerized analysis.

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24

I. V., Sopivnyk. "Preparation of second level applicants of higher education specialty "social work" for social-psychological rehabilitation." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 11, no. 4 (November 2020): 58–66. http://dx.doi.org/10.31548/hspedagog2020.04.058.

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The article substantiates the relevance of the new educational and professional program "Social and psychological rehabilitation" of the master's level of higher education. The monitoring of domestic and foreign educational and professional programs of the second level of higher education, aimed at training specialists for social and psychological work. The experience of training specialists in the educational and professional program «Social and psychological rehabilitation» of the second (master's) level of higher education at the National University of Bioresources and Nature Management of Ukraine is highlighted. The specificity of this program (based on the principles of "green social work"), the possibility of the applicants' formation of an individual educational trajectory, the features of practical training and the formation of social skills are revealed.

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25

Gibson, Nicole Morgan, and Stephen Olejnik. "Treatment Of Missing Data At The Second Level Of Hierarchical Linear Models." Educational and Psychological Measurement 63, no. 2 (April 2003): 204–38. http://dx.doi.org/10.1177/0013164402250987.

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26

VASYNOVA, Nadiia. "ORGANIZATION OF INDEPENDENT WORK OF SECOND (MASTER'S) LEVEL STUDENTS: PRACTICE AND MODERN REQUIREMENTS." Humanities science current issues 1, no. 55 (2022): 221–26. http://dx.doi.org/10.24919/2308-4863/55-1-36.

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27

Manzer, Kathryn. "French at the Post-Secondary Level: the CPF Perspective." Canadian Journal of Higher Education 19, no. 3 (December 31, 1989): 73–84. http://dx.doi.org/10.47678/cjhe.v19i3.183067.

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Canadian Parents for French is a national organization dedicated to promoting and creating opportunities for young Canadians to learn French as a second language. This article describes the organization's developing concern at the paucity of opportunities for anglophone students who are fluent in French to pursue bilingual education at the post-secondary level, the organization's role in focusing attention on this issue, and organizational policy as it evolved through regional and national conferences, surveys and reports.

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28

Marcus-Quinn, Ann, and Tríona Hourigan. "Digital inclusion and accessibility considerations in digital teaching and learning materials for the second-level classroom." Irish Educational Studies 41, no. 1 (January 2, 2022): 161–69. http://dx.doi.org/10.1080/03323315.2021.2022519.

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29

Coyne, Bryan, Niamh Devitt, Seán Lyons, and Selina McCoy. "Perceived benefits and barriers to the use of high-speed broadband in Ireland's second-level schools." Irish Educational Studies 34, no. 4 (October 2, 2015): 355–78. http://dx.doi.org/10.1080/03323315.2015.1128348.

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30

Drutsko, N. A. "Teaching a second foreign language in transport higher education institution." Herald of the Ural State University of Railway Transport, no. 1 (2022): 102–11. http://dx.doi.org/10.20291/2079-0392-2022-1-102-111.

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The article discusses the issue of teaching a second foreign language in a transport university on the example of the experience of teaching students English after German. Comprehensive integration processes, the formation of a common information space between countries, the movement towards a single world economy - all this formulates a new request to a modern specialist in any field of activity. He should not only have knowledge, skills and abilities in his field, but also be able to apply them in multilingual communication. In a situation where the number of contacts between different ethnic groups is steadily increasing, the need for knowledge of foreign languages increases in direct proportion. Currently, students are already aware that foreign languages significantly increase the level of their competence not only in professional activities, but also in personal life, and open up a huge range of new opportunities. Speaking of railway specialists, it is difficult to overestimate the importance of knowledge of foreign languages. Firstly, thanks to globalization, the number of foreigners who are not afraid to travel independently and often use railway in their routes has increased greatly. If a few decades ago such a choice was rather an exception, now with the level of technology development, tourists increasingly prefer independent acquaintance with another country to package comfortable tours. In this situation, railway workers without knowledge of a foreign language will not be able to use their competence to perform work. Secondly, the expansion of professional cooperation also involves close contacts with specialists from other countries. Exchange of experience, international competitions and conferences, scientific activities - all this requires multilingual communication. In addition, having a high level of knowledge of a foreign language increases the value of an employee for large international companies. Speaking about the epidemiological situation of recent years, lockdown and the transition to remote work, we tend to emphasize even more the importance of foreign language proficiency. After all, while communicating by phone and online with clients and partners from other countries, we are much more limited in nonverbal communication, and therefore we rely even more on our level of a foreign language. Over the past few decades, the issues of teaching a second foreign language have become the subject of research by many domestic and foreign specialists. The theoretical foundations and the concept of multilingual education at school and university have been developed. The Department of Foreign Languages and Intercultural Communications of the Ural State University of Railways Transport is actively engaged in the issues of scientific and methodological support of a multilingual approach to learning. The teachers of the department developed a «Practical course of a second foreign language» and published a manual «English after German: theory and practice of English as a second foreign language after German». The article substantiates the expediency of using foreign teaching materials on the one hand and the need to create manuals that prepare students for the perception of the educational material of authentic textbooks. The author focuses on the theoretical analysis of the fundamental principles of FL2 learning: communicative-cognitive, the principle of intensification, the principle of thoroughness, comparative (contrastive) principle, the principle of independence, the principle of self-efficacy.

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31

Nuss, Shirley, and Lorraine Majka. "Economic Development and Education of the Female Population." Sociological Perspectives 28, no. 3 (July 1985): 361–84. http://dx.doi.org/10.2307/1389152.

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This article examines the empirical relationship of GNP/capita as an indicator of economic development and the education of women. Several indicators of female participation in first-, second-, and third-level education are used for 162 countries and territories of the world. The findings suggest that economic development has a positive effect on female education for many countries. Quadratic relationships explain significantly more of the variance than linear relationships for median educational attainment, student enrollment ratios at the second level, and the proportional participation of females in third-level education. Cubic relationships explain significantly more of the variance than either quadratic or linear relationships for economic development and first-level education and the proportional participation of females as graduates from third-level education in the field of education. Economic development is a weak predictor of the integration of females as third-level graduates in the important fields of engineering and agriculture.

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32

PECINA, Pavel, and Silvie MALÁ. "THE POTENTIAL FOR CREATIVITY OF PUPILS IN TECHNICAL EDUCATION AT THE SECOND LEVEL PRIMARY SCHOOLS." Journal of Technology and Information 1, no. 3 (December 1, 2009): 38–42. http://dx.doi.org/10.5507/jtie.2009.053.

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33

Van Bavel, Jan. "Second birth rates across europe: interactions between women's level of education and child care enrolment." Vienna Yearbook of Population Research 8 (2010): 107–38. http://dx.doi.org/10.1553/populationyearbook2010s107.

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34

Yang, Shuyi. "Diagnosing reading problems for low-level Chinese as second language learners." System 97 (April 2021): 102433. http://dx.doi.org/10.1016/j.system.2020.102433.

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35

Naumann, Cindy. "The Rebirth of Educational Exchange: Anglo-German University Level Youth Exchange Programmes after the Second World War." Research in Comparative and International Education 2, no. 4 (December 2007): 355–68. http://dx.doi.org/10.2304/rcie.2007.2.4.355.

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36

Halton, Michael J. "Putting professional development into action by putting action into professional development in second level schools in Ireland?" Educational Action Research 12, no. 1 (March 2004): 127–44. http://dx.doi.org/10.1080/09650790400200232.

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37

Muklis, Mohamad, Widya Noviana Noor, and Sherly Yuandari. "Foreign Language Acquisition at Elementary Level Education in Samarinda." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 2 (May 14, 2020): 337. http://dx.doi.org/10.21093/ijeltal.v4i2.526.

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The main objective of this study is to investigate the process of foreign language acquisition of certain kid in Samarinda, as the capital city of East Kalimantan, Indonesia. Two months case study have already conducted to capture all phenomenon happened especially towards important factors from several experts which are potentially influenced the process of L2 acquisition i.e. general factors e.g. aptitude, age, intelligence, cognitive, attitude, motivation, and personality (Ellis, 2008), linguistics input including formal and informal environments (Krashen, 1981), and three second language believes i.e. behaviorist, innatist, and interactionist (Lightbown & Spada, 2006). Direct observation to the subject condition and environment was done as well as semi-structured interview to obtain deeper information from the caregiver who has direct interaction with the subject every day. As the result, the findings indicate that a proper stimulus can motivate the subject to learn and acquire the L2 even though stable proportion from both formal and informal environments as linguistics input should be noticed in order for the subject to have better achievement on her L2 acquisition. Other factors influenced the L2 acquisition of the subject is also explained following by its implications and suggestions regarding with this research focus.

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Lavonen, Jari, and Heidi Krzywacki. "Recent trends in PhD education in mathematics and science education research: back to university level organization." Nordic Studies in Science Education 10, no. 2 (October 24, 2014): 243–50. http://dx.doi.org/10.5617/nordina.828.

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This descriptive article aims to discuss the development of Finnish PhD education in science and mathematics education research over the past 20 years. First, the general aims and structure of PhD education at the national level are introduced. Doctoral studies seek to develop research knowledge and skills as well as the capability to produce novel scientific knowledge. Second, the development of PhD education in the Finnish context of science and mathematics education research is discussed. For the past 20 years, there has been a special focus on improving PhD education through national-level graduate schools and international collaboration. Finally, the recent changes in PhD education, such as the replacement of doctoral programmes at local universities, is discussed through the case of the University of Helsinki.

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Abdullah, Nurdiana, Johari Surif, and Syuhaida Ismail. "Alternative Frameworks of the Secondary School Students on the Concept of Condensation at Submicroscopic Level." International Education Studies 9, no. 5 (April 26, 2016): 255. http://dx.doi.org/10.5539/ies.v9n5p255.

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<p class="apa">The study was carried out to identify the alternative frameworks on the concept of condensation at submicroscopic level among secondary school students (N = 324). Data was collected by using the qualitative method through the Understanding Test on the Concept of Matter at Submicroscopic Level which consisted of 10 open-ended questions. The analysis of contents showed that the students’ alternative frameworks on the concept of condensation at submicroscopic level are divided into three categories namely the explanations with the alternative frameworks at submicroscopic level, the limited explanations at macroscopic level and no explanation. This article discussed the alternative frameworks of the first category only, namely the explanations with the alternative framework at submicroscopic level while the second and third categories are discussed in the second part of the article. In summary, some implications on the teachings are recommended in order to enhance the understanding of the students on the concept of condensation at the submicroscopic level.</p>

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40

Rahayu, Rahayu, Sahril Nur, Mardiani Mardiani, and Muh Safar Nur. "Self-determination theory in teaching practice for higher education level." EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English 7, no. 1 (July 31, 2022): 102–10. http://dx.doi.org/10.26905/enjourme.v7i1.7978.

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This study aims to gain a deeper understanding of how self-determination theory is implemented in higher education. This review adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The systematic review begins with an analysis of the identification procedure. Next, the best papers published between 2012 and 2022 were selected to explain how to compare significant aspects and efficient methods. The significance of self-determination theory to the evolution of the teaching profession determined the selection of these papers. The results are divided into three categories, with the following themes emphasizing the examined literature the most. Researchers use their findings to maximize the implementation of SDT in the classroom. The second section consists of data collection. Questionnaires, interviews, pre-and post-tests, and online discussion forums were used for data collection. Finally, the researcher has created a list of several published issues for analysis based on the most recent study themes.DOI: 10.26905/enjourme.v7i1.7978

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41

Lim, Hwee Ling. "Assessing Level and Effectiveness of Corrosion Education in the UAE." International Journal of Corrosion 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/785701.

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The consequences of corrosion can be minimized by an engineering workforce well trained in corrosion fundamentals and management. Since the United Arab Emirates incurs the second highest cost of corrosion after Saudi Arabia, this paper examined the quality of corrosion education in the UAE. Surveys with academia and industry respondents showed that dedicated corrosion courses and engineering courses that integrated corrosion into the curricula were available in UAE universities, but graduates had insufficient knowledge of corrosion engineering and superficial understanding of corrosion in real-life design contexts. The effectiveness of corrosion education is determined by both competence in corrosion knowledge/skills and availability of resources (faculty and research). Though most departments would not hire new corrosion-specialist faculty, department research efforts and industry partnerships in corrosion research were present. The paper concluded with recommendations for improving knowledge and skills of future engineers in corrosion and enhancing corrosion instruction to better meet industry needs.

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42

Kheng, Sisary. "The challenges of upgrading from ISPO Category II level to Bachelor Degree level by distance education." Prosthetics and Orthotics International 32, no. 3 (January 2008): 299–312. http://dx.doi.org/10.1080/03093640802109764.

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The Cambodian School of Prosthetics and Orthotics (CSPO) in collaboration with La Trobe University, Australia, has established an upgrade programme from ISPO Category II level to a Bachelor Degree in Prosthetics and Orthotics. One group of students have completed the course and following a review process, a second group are now enrolled. The upgrade curriculum focuses on clinical reasoning and development of learning skills. A survey aimed to investigate the challenges of the programme using long distance education was prepared and data was gathered by questionnaires delivered to the organizer, host, coordinators, lecturers and students of the programme. Eleven subjects from various backgrounds participated in the questionnaire. The questionnaire showed the programme improves the capacity of the clinicians and future educators in Cambodia and the region. The distance education course delivery method was found to be beneficial for the students and allows them to remain in their home country. In addition, there is a cost reduction compared to full-time study in Australia.

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43

VanTassel-Baska, Joyce. "American Policy in Gifted Education." Gifted Child Today 41, no. 2 (February 26, 2018): 98–103. http://dx.doi.org/10.1177/1076217517753020.

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This article explores the history of gifted education policy and practice in the United States over the last five decades, documenting the lack of sustained progress in obtaining sustained federal support. It also highlights two case examples, one at the state level and a second at the national level of where a policy in a specific aspect of gifted program development has been successfully advanced. Implications of the article suggest that gifted education policy is not coherent across the country, is controlled by state legislatures, and subject to annual scrutiny for continued and new funding.

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Hasan, Sk Mahmudul, Eijaz Ahmed Khan, and Md Noor Un Nabi. "Entrepreneurial education at university level and entrepreneurship development." Education + Training 59, no. 7/8 (August 14, 2017): 888–906. http://dx.doi.org/10.1108/et-01-2016-0020.

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Purpose The purpose of this paper is to contribute to the literature on effectiveness of entrepreneurship education by empirically assessing the role of university entrepreneurial education in entrepreneurship development and reporting the results. Design/methodology/approach A quantitative method was applied for this study. This research was preplanned and structured. Based on the previous literature, hypotheses have been developed. The sample is composed on the basis of a simple random sampling and consists of 200 students. The method of data collection was face-to-face interview with a self-administered questionnaire. The data were statistically interpreted using factor and regression analysis. Findings The present paper explores and examines the factors and variables of different kinds of entrepreneurial education at the university level. Specifically, at first, this paper addresses the possible entrepreneurial education factors in terms of generalized, motivational, and augmented entrepreneurial education via comprehensive literature review. Second, the paper focuses on the relationship between entrepreneurial education at the university level and entrepreneurship development. The results of this study show a strong positive relationship between different kinds of entrepreneurial education on entrepreneurship development. Practical implications The implications of these findings are highly relevant to the universities, policy makers, practitioners, and relevant agencies in regard to their policy-setting process in the entrepreneurship development context. This is because entrepreneurship education at the university level has been recognized to have an impact on student, group, and society. This finding also improves the understanding of donors and development partners about the extent to which a quality entrepreneurship education can play a role in economic development. Wrong specification of research models has a significant impact on research outcome and may even mislead decision-setting process. Therefore, this paper encourages further research that examines the measurement model of these three kinds of entrepreneurial education for entrepreneurship development. Originality/value This study provides a first step toward generalized, motivational, and augmented entrepreneurial education at the university level in Bangladesh.

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Horban, Yurii, Anatolii Humenchuk, Olena Karakoz, Oksana Koshelieva, and Ivan Shtefan. "Application of web 3.0 technologies in distance education (by levels of higher education)." LAPLAGE EM REVISTA 7, Extra-B (May 12, 2021): 575–86. http://dx.doi.org/10.24115/s2446-622020217extra-b974p.575-586.

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The purpose of the survey is to identify the need for Web 3.0-technologies in distance education among higher education seekers initial level (short cycle), first (bachelor's) level, second (master's) level, third (educational-scientific/educational-creative) level, scientific level among 438 applicants for higher education. Features (open source software (OSS) for developing, sharing and configuring programs for global use and application, built-in algorithms for analyzing and interpreting large amounts of data) and the benefits of Web 3.0 in higher education (the ability to organize collaboration on a social network, encourage globalization, improve data management, stimulate creativity and innovation, support the availability of mobile Internet). The correlation between the functions of Web 3.0-technologies in distance education and learning outcomes at all levels of higher education is established. Intelligence indicates a lack of comprehensive scientific research in the relevant field. The practical significance of the results of intelligence lies in the correlation of the functions of Web 3.0-technologies in distance education and learning outcomes at all levels of higher education.

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Heinz, Manuela. "The next generation of teachers: an investigation of second-level student teachers' backgrounds in the Republic of Ireland." Irish Educational Studies 32, no. 2 (June 2013): 139–56. http://dx.doi.org/10.1080/03323315.2012.747737.

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Barnicle, Bridie. "Stress ‐ fact or fiction? A study of perceived stress in a coeducational second‐level school in rural Ireland." Irish Educational Studies 7, no. 2 (January 1988): 159–72. http://dx.doi.org/10.1080/0332331880070214.

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Freeney, Yseult, and Michael O'Connell. "The predictors of the intention to leave school early among a representative sample of Irish second-level students." British Educational Research Journal 38, no. 4 (August 2012): 557–74. http://dx.doi.org/10.1080/01411926.2011.563838.

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Dugan, James E. "Second language acquisition and schizophrenia." Second Language Research 30, no. 3 (June 3, 2014): 307–21. http://dx.doi.org/10.1177/0267658314525776.

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Schizophrenia is a complex mental disorder that results in language-related symptoms at various discourse levels, ranging from semantics (e.g. inventing words and producing nonsensical strands of similar-sounding words) to pragmatics and higher-level functioning (e.g. too little or too much information given to interlocutors, and tangential discourse). Most of the literature concerning people with schizophrenia who acquire a second or foreign language suggests that these linguistic deficits are not as prominent (in some instances, altogether absent) when patients use their non-dominant language, a phenomenon that has been used to support different claims posited by psychologists and linguists about schizophrenia and second language learning alike. This review explores the relationship between second language acquisition and schizophrenia, and discusses how empirical findings regarding multilingual individuals with a diagnosis of schizophrenia inform current notions regarding second language acquisition.

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Gałecka, Małgorzata, Ireneusz Kuropka, and Ewa Szabela-Pasierbińska. "The efficiency of public spending on education: Lower and higher secondary education." Ekonomia 28, no. 1 (October 6, 2022): 7–23. http://dx.doi.org/10.19195/2658-1310.28.1.1.

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Research on the efficiency of public spending on the education sector hardly addresses the territorial distribution of educational attainment. This paper tries to fill in the gap by verifying whether the analysis of spatial differentiation of educational attainment could provide crucial information on the financial policy in this sphere and assess the impact of the socio-economic factors upon the education level evaluated through school tests. Our article aims to identify the relationship between spending on public education and the degree of educational attainment and inter-regional inequality in Poland. The research results showed that the spatial approach should not be ignored when assessing the relationship between public education expenditure and the degree of educational achievement. We note that the applied public financing of second-level education in Poland does not reduce regional disparities in education but maintains them at a constant level.

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