Relevant bibliographies by topics / Secondary college students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Secondary college students'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Secondary college students"

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Massis, Bruce. "Secondary school students in college – the library’s role." New Library World 116, no. 1/2 (January 12, 2015): 104–7. http://dx.doi.org/10.1108/nlw-08-2014-0104.

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Purpose – The purpose of this column is to examine the environment by which secondary students can avail themselves of college library resources when they are enrolled in a dual enrollment program. Design/methodology/approach – This column presents the literature review and commentary on this topic that has been addressed by professionals, researchers and practitioners. Findings – Colleges present the dual enrollment opportunity to secondary school students as an educational “entitlement”. An additional benefit is providing access to supplementary instruction and research materials through college library services, thus highlighting the college’s library resources as critical to the teaching and learning process. Originality/value – The value in addressing this issue is to acquaint the reader with several examples of the manner by which the college library can benefit secondary school students enrolled in college courses.
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Gerber, Brian, and Edmund A. Marek. "A Model Intervention Program for Secondary School Education." Education Research International 2012 (2012): 1–6. http://dx.doi.org/10.1155/2012/189630.

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Valdosta State University and the Valdosta City Schools (Valdosta, GA) partnered in 2008 to form the Valdosta Early College Academy (VECA). VECA epitomizes the early college concept of (a) admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college) and (b) providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85%) of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a) innovations that complement the implementation of higher standards and high-quality assessments and (b) innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.
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Wilson, Hope E., and Jill L. Adelson. "College Choices of Academically Talented Secondary Students." Journal of Advanced Academics 23, no. 1 (January 12, 2012): 32–52. http://dx.doi.org/10.1177/1932202x11430269.

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D'augustine, Charles H. "What Our Collegiate Business Students Need from Secondary Schools." Mathematics Teacher 82, no. 3 (March 1989): 163–65. http://dx.doi.org/10.5951/mt.82.3.0163.

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Not too long ago secondary school graduates could feel adequately prepared to undertake a college business curriculum after completing two years of high school algebra. However, rapidly changing requirements for students pursuing majors in collegiate business programs are placing new demands on the mathematical skill of students entering colleges of business.
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AI-Shargi, Mohammed Rashed. "Student teachers’ Achievement in Science in the Light of some Variables." Journal of Educational and Psychological Studies [JEPS] 3, no. 1 (January 1, 2009): 75. http://dx.doi.org/10.24200/jeps.vol3iss1pp75-96.

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This study aimed at determining the science achievement level of Teachers Colleges' students & its relation to the GPA, the General Secondary School grade, the College & the academic level. To achieve this purpose, an achievement test of 60 items was developed & administered to a sample of 529 college students. The study results were as follows:1. Students’ achievement in science subjects was low.2. There were statistically significant differences between colleges in the overall test mean scores & the Biology Test mean scores in favor of AI-Baha Teachers College.3. There were statistically significant differences between colleges in the Chemistry Test mean scores in favor of Tabuk Teachers College.4. There was a positive correlation between students' secondary school grade, the overall test score & sub-test scores in Chemistry, Physics &Biology.5. There was a positive correlation between students' College GPA, overall test score 8: the Biology test score.6. There were statistically significant differences at level (0.05) between grades in the Biology test mean scores in favor of grade eight students. The researcher made some recommendations aimed at upgrading the achievement level of science students at Teachers Colleges.
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Edmunds, Julie A., Nina Arshavsky, Karla Lewis, Beth Thrift, Fatih Unlu, and Jane Furey. "Preparing Students for College: Lessons Learned From the Early College." NASSP Bulletin 101, no. 2 (June 2017): 117–41. http://dx.doi.org/10.1177/0192636517713848.

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This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.
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Aguilar, Stephen, and Ann Kim. "Hispanic Students’ Sense of Control in Relation to Post-Secondary Enrollment Outcomes." Social Sciences 8, no. 2 (February 21, 2019): 67. http://dx.doi.org/10.3390/socsci8020067.

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U.S. Hispanics are the fastest growing minority population pursuing post-secondary education, yet their bachelor degree attainment lags behind other ethnic–racial groups. Previous work supports the theory that having a high locus of control (LOC) can enable persistence in challenging post-secondary settings. We examine LOC as a potential mitigate against low college enrollment, and hypothesize that Hispanic students’ capability to enroll in post-secondary institutions (e.g., community college, 4-year colleges), in the face of personal, academic, and financial challenges, is likely predicated on their belief that they control their academic futures. We modelled college enrollment using a path-model using a generalized structural equation modeling (GSEM) approach. Our findings indicate that LOC decreases the likelihood of Hispanic students’ post-secondary enrollment. This work advances the current state of knowledge on how we understand Hispanic students’ transition to college, and informs the development of potential interventions supporting the academic success of this growing and significant community.
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McCulley, Lucretia. "Linking Secondary School Students with College-Level Resources." Resource Sharing & Information Networks 7, no. 2 (April 11, 1993): 99–106. http://dx.doi.org/10.1300/j121v07n02_08.

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Chaudhury, Kangkana. "CONSUMER AWARENESS AMONG COLLEGE STUDENTS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 223–30. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2020.

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Right from birth each and every one of us becomes a consumer but people hardly know about the rights and responsibilities they have as a consumer. There is a great need for awareness regarding consumer rights, responsibilities and the grievance handling machinery among people of all age groups. This paper aims at knowing the awareness level of students regarding the same and also spread awareness in the attempt. The protection against exploitation and unscrupulous activities of the manufacturers and traders provided by law is equal for each one of us. Then why is it that the Consumer Protection Act, 1986 is included in the Higher Secondary and Degree syllabus of Commerce stream only? This paper intends at putting forward the suggestion of the inclusion of Consumer Protection Act in Higher Secondary/ Degree syllabus of all streams of the State Board/ University so as to help build a nation of responsible citizens who can lead a secured life, away from the evil intentions of traders. After all, an aware consumer is a safe consumer.
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Lira-Gonzales, Maria-Lourdes, and Hossein Nassaji. "The Amount and Usefulness of Written Corrective Feedback Across Different Educational Contexts and Levels." TESL Canada Journal 37, no. 2 (December 2, 2020): 1–22. http://dx.doi.org/10.18806/tesl.v37i2.1333.

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This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree of feedback provided, as well as the students’ ability to incorporate the feedback while revising their texts. Data were collected at the three aforementioned contexts from six ESL teachers in their intact classes when they corrected their students’ (N = 128) written essays (drafts and revisions). Results revealed an important difference across the three levels in terms of students’ errors, teachers’ feedback, and students’ revisions. They showed that (a) while grammatical errors were made more frequently by primary students, lexical errors were made more frequently by college students; (b) primary and secondary students received more direct than indirect feedback, while college students received more indirect feedback; (c) the secondary and college students were more successful in incorporating the feedback into their revisions than primary students. La présente étude a examiné et comparé plusieurs techniques de rétroactions correctives écrites utilisées par des enseignants d’anglais langue seconde (ALS) dans trois contextes et niveaux d’éducation différents (primaire, secondaire et collégial) au Québec, au Canada. En particulier, elle a examiné s’il existait des différences dans les types d’erreurs qui étaient faites, quelle sorte et quel niveau de rétroaction étaient fournis ainsi que la capacité des élèves à intégrer la rétroaction lorsqu’ils révisaient leurs textes. On a recueilli des données dans les trois contextes susmentionnés auprès de six enseignants d’ALS dans leurs classes intactes lorsqu’ils corrigeaient les rédactions (brouillons et révisions) de leurs élèves (N = 128). Les résultats ont révélé une différenc importante dans les trois niveaux en ce qui concerne les erreurs des élèves, la rétroaction des enseignants et les révisions des élèves. Les résultats ont montré que (a), alors que les élèves de primaire faisaient plus d’erreurs grammaticales, les élèves de collège faisaient plus d’erreurs lexicales; (b) les élèves de primaire et de secondaire recevaient plus de rétroaction directe qu’indirecte, alors que les élèves de collège recevaient plus de rétroaction indirecte; (c) les élèves de secondaire et de collège réussissaient mieux à incorporer la rétroaction dans leurs révisions que les élèves de primaire.
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Dissertations / Theses on the topic "Secondary college students"

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Kellogg, Karen. "An analysis of the collaborative programming between student affairs and alumni relations professionals at select post-secondary institutions in Missouri /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717177.

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Wu, Chui-ying Joyce. "A qualitative study on a supportive group for post-secondary students with and without disabilities /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36787371.

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Delong, Bethany A. "Transitioning from high school to college first-generation college students' perceptions of secondary school counselor's role in college preparation /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006delongb.pdf.

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Coomer, Cox Lindsey. "A Look into the College Readiness Needs of First Time College Students." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3102.

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This study examines the college readiness needs of first year college students based on experiences from students and staff involved with a first year transitional initiative program at Western Kentucky University. The purpose of the study is to share students’ college readiness needs with public school systems in hopes to intervene with these needs before students arrive at college. A total of 45 participants volunteered to be in focus groups, an interview, and complete a survey. Two research questions were proposed: What college readiness needs still exist for first time college students upon entrance to a four year public university? In what ways can understanding college readiness needs inform the work of secondary school educators? The researcher found college readiness needs exist for first time college students in connections, motivation and support, accountability, studying, college expectations, life lessons, academic help, transition to college and belonging. Implications for various school personnel to help students with these needs are provided. Limitations of the study are discussed.
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Bulson, Sean W. "Supportive Teacher-student Relationships in Early College High Schools| Perceptions of Students, Teachers, and Principals." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713513.

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Supportive relationships between teachers and their students help create an environment for student success, but there remains a need for additional understanding about how to effectively promote positive teacher-student relationships in order to support stronger policy and practice in modern schools. In this qualitative analysis, I seek to deepen the research about supportive teacher-student relationships by analyzing how students, teachers, and principals described their experiences in early college high schools (ECHS) in North Carolina. Early college high schools represent a relatively new school model in which high school students earn college credits while working toward their high school diplomas. Quantitative analyses of the performance of ECHS students suggest students in early college high schools outperform their peers from comprehensive schools on a variety of measures. One important design element of these schools suggests that teachers must know students well to help them achieve academically and it is my assertion that supportive teacher-student relationships may contribute to ECHS students’ success.

For this study, I analyze qualitative data previously collected as part of a larger longitudinal study from students, teachers, and principals studying and working in 19 early college high schools in North Carolina. I employ Giddens’ theory of structuration as a lens for understanding the relationships between the agents (students, teachers, and principals) and the social structures that influence the experiences of those in the schools. I consider the leadership practices of the principals to promote supportive teacher-student relationships as well as teacher practices, and compared the adults’ claims to the students’ perceived experiences with their teachers. My findings reveal three elements in the social systems of the ECHS contribute to supportive teacher-student relationships which include the following: (1) the beliefs of teachers, students, and principals; (2) deliberate actions of principals and teachers; and (3) programs that create social spaces for such relationships to grow.

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Kline, Willa. "Resilience : a case study of the post-secondary experience of Trio Program students." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191108.

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The purpose of this study was to describe the resilience in adult at-risk college students who had overcome adverse circumstances and the role resilience played in the post secondary experience in formal education. This qualitative study examined the characteristics and behaviors of resilience within the framework of human development.The eight study participants were clients of the Educational Opportunity Center program in Fort Wayne, Indiana. The study participants were low-income, first generation college students. Several assessment tools were administered to evaluate levels of resilience in the eight participants. In addition, all participants were interviewed, which allowed the participants to share their post secondary experience.The analysis of the evidence gathered showed that the eight participants exhibited traits of resiliency. These traits included being goal-oriented and exhibiting a desire to excel, exhibiting positive responses to new opportunities, using a capacity to delay gratification, demonstrating a high level of personal discipline and responsibility, being self-understanding and independent, exhibiting a high self-esteem, being flexible and creative in responding to life events, displaying a strong internal locus of control, making wise use of the presence and support of a caring person, building positive relationships with others, selecting environments that provided positive and high expectations as well as an opportunity to participate and contribute, possessing an easy-going temperament, finding meaning in life and having a vision of the future, responding with a sense of humor, and possessing a strong faith.All of the eight participants believed that resilience is present in all people and that resilience can be learned. There was not sufficient evidence provided by the assessment tools in this study to support strongly that resilience is a developmental process in adulthood. However, the analysis of the data gathered from the interviews suggest that resilience may be learned and strengthened by observing and learning from others.Conclusions and recommendations of this study focused on the identification of resilient at-risk adult students, determination of the role environment plays in the development and use of resilience in at-risk adult students, and the evaluation of effective assessment tools in identifying resilient at-risk students. Implications of this study for low-income, first-generation post secondary students include providing and strengthening the support of at least one caring adult in students' lives, as well as determining methods to teach or foster resilient behavior in at-risk adult students.
Department of Educational Leadership
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Newman, W. S., and n/a. "Factors leading to the non-completion of units at an A.C.T. secondary college." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.

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This study looks at factors relating to the noncompletion of units of study by students in a secondary college. It is aimed at providing information for decision-makers at Erindale College specifically in the area of course counselling. Administrators and counsellors at other colleges should also find the information of value. The study compared a sample of students who completed all their chosen units of study in one semester with all students who did not complete all of their chosen units in that semester. The latter group consisted of those who withdrew from one or more units during the semester, those who left the college and those who were deemed "unassessable" as a result of poor attendance or nonsubmission of assessment items. All 362 students in the college were asked to complete a Baseline Questionnaire during Week 3 of Semester 1, 1985. This sought background information about reasons for enrolling at college, influences on their choice of units, future intentions, preferred ways of learning and other details. Students who withdrew from, or changed units during the semester were asked to complete a Change of Unit Survey and any leavers were asked to complete a Leaver's Survey. In Week 16 (May, 1985) all students still enrolled were asked to complete an End of Semester Questionnaire designed to enable comparisons of attitudes between those who completed all units and those who did not. The study looks at a number of characteristics of students and their attitudes to various aspects of learning, college life and choice of units of study. It attempts to look at factors that might affect the student's decision to complete or not complete a chosen unit of study. The factors considered were largely based upon studies of early school leavers. FINDINGS. 1. Students who do not complete units tend to have one or more of the following characteristics (significant at the 0.05 level): (a) do not enrol to gain tertiary entrance qualifications (b) enrol to improve their chances of getting a job (c) are not definitely seeking a tertiary entrance score (d) have no definite intention of completing Year 12 (e) have no firm intention of studying subjects in order to complete major or minor courses in them (f) are less likely to have a part-time job (g) by the end of the semester, are not happy with their marks in most units (h) finish the semester studying less than 3 T-units (i) continue into Semester 2 with 3 or more A-units and less than 3 T-units (j) do not consider their parents' wishes an important influence on the choice of units for Semester 2. In addition to these, one other finding of interest, with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background of parents who are either managers/employers/self-employed or manual-skilled workers (i.e. not professional or nonmanual/clerical). 2. No significant differences at the 0.05 level were found between males and females nor between Year 11 and Year 12 students in their tendency to complete units. 3. Students who change or withdraw from units give the following reasons (in rank order of frequency): - they are getting poor marks - they are unable to understand the work - they find the class activities uninteresting - they state that the content is not very relevant to their needs - the unit is not suited to their career plans. IMPLICATIONS. The implications for administrators at Erindale College are: 1. Students should be encouraged to formulate specific goals and develop a commitment to their education. 2. Students who are "at risk" need to be identified early and given tutorial assistance in units where they are having difficulty with understanding. 3. The curriculum must be kept under review in order to provide for the needs of all students.
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Delong, Allen Wayne. "Parents of first-generation college students: their perceptions on the importance of college." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1069865199.

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Griffin, Barbara E. "Secondary and Postsecondary Teachers' Perceptions of ESL Students' Barriers to College Graduation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6032.

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Majority of English as second language (ESL) students attending primary and secondary schools in the United States are not considered college ready despite mandated educational strategies aimed at improving language acquisition and academic performance. ESL students are more likely to drop out within the first 2 years of college than their English-speaking peers. The purpose of this qualitative study was to explore educators' perspectives regarding high postsecondary attrition rates of ESL students in Middle Tennessee. Tinto's retention theory provided the framework for the study. Data collection included semistructured interviews with 6 Middle Tennessee public high school teachers and 6 Middle Tennessee college professors from 2- and 4-year public colleges. Interview data were coded and analyzed using the thematic analysis method. Findings revealed 4 major themes: language acquisition, barriers to college graduation, adverse circumstances, and academic achievement. Participants reported a desire for alignment between primary, secondary, and postsecondary education. Findings were used to develop a professional development training curriculum for secondary and postsecondary educators. The project included effective strategies to use in the classroom to increase ESL students' college readiness and college graduation rates. If implemented correctly, this project will positively impact ESL students' language acquisition and academic achievement, but it will also develop a significant professional partnership between K-12 public schools and colleges.
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Menefee, Morgan. "Agrarian student acculturation to the university: the case of secondary agricultural education students." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20522.

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Doctor of Philosophy
Curriculum and Instruction
Lotta C. Larson
The transition to college offers students the chance to explore, experiment with, and eventually begin to solidify their identities (Boyd, Hunt, Kandell, & Lucas, 2003), but for students from agricultural backgrounds, leaving home to head to a more urban area for college constitutes a threat to identity (Breakwell, 1986; Cicognani, Menezes, & Nata, 2011; Proshanksy, 1978). Although education research concerning rural students is plentiful (e.g., Antos, 1999; Donehower, Hogg, & Schell, 2012; Durham & Smith, 2006; Lester, 2012), research specific to agrarian students is sparse (e.g., Dees, 2006). The purpose of this qualitative instrumental case study was to explore and describe the experiences of students from agricultural backgrounds as they transitioned to college and how the transition impacted self-perceived identity. In particular, this study inquired into the difficulties and successes faced by study participants, as well as strategies used for coping with the transition from their agrarian homes to their more urban university setting. Four male and four female participants attended a university situated in the Midwest and majored in agricultural education. These university participants were invited to complete two qualitative interviews, submit photographs they felt represented their home and school lives, invite the researcher to observe any facet of their university experience, and submit the most meaningful assignment completed in college. Additionally, three male and two female high school students anticipating the transition to college were interviewed about their perceptions of the upcoming transition. Analysis of research data revealed that participant identities were impacted by the transition to college, their agrarian backgrounds, and their university experiences. Twenty-three distinct codes emerged from the data and were further categorized into six patterns: merging worlds, differences and tensions, “it’s in my blood,” continuing educational legacy/impact, finding self-identity, and can I go home? This study’s results highlighted, first and foremost, the need for universities to keep statistics on rural student enrollment. Additionally, this study emphasized the need for teachers, advisors, and counselors to be mindful of students’ backgrounds and future plans. Finally, this study demonstrated the importance of exposure to more urban areas and educational opportunities for easing the transition to college in students from agricultural backgrounds.
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Books on the topic "Secondary college students"

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Porter, Marion R. A Profile of post-secondary students in Canada: The 1983-1984 national post-secondary student survey ; summary national data. [Ottawa, Ont.]: Secretary of State and Statistics Canada, 1987.

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Wechsler, Henry. Secondary effects of binge drinking on college campuses. [Newton, Mass.] (55 Chapel St., Newton 02158): Higher Education Center for Alcohol and Other Drug Prevention, 1996.

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Pennsylvania. Dept. of Education. Mathematics and applications for non-college bound students. Harrisburg, PA: The Dept., 1985.

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Carneiro, Pedro. The evidence on credit constraints in post-secondary schooling. Cambridge, MA: National Bureau of Economic Research, 2002.

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Gendai kyōiku no shomondai. Tōkyō: Seibundō, 1992.

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Statistics Canada. Business and Labour Market Analysis Division., ed. Is post-secondary access more equitable in Canada or the United States? Ottawa: Statistics Canada, 2005.

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Group, Environics Research. Textbooks, information and the post-secondary student consultant report. Toronto: Canadian Book Publishers Council, 1994.

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Bidder, Jane. What every parent should know before their child goes to secondary school. Great Ambrook: White Ladder, 2007.

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"Too Asian?": Racism, privilege, and post-secondary education. Toronto: Between the Lines, 2012.

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Board, College. On behalf of educational excellence: College Board assessment programs for secondary school students. New York: College Entrance Examination Board, 1994.

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Book chapters on the topic "Secondary college students"

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Zintgraff, Cliff, Carolyn Wilson Green, and John N. Carbone. "A Regional and Transdisciplinary Approach to Educating Secondary and College Students in Cyber-Physical Systems." In Applied Cyber-Physical Systems, 15–32. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7336-7_3.

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Simsek, Burak, and Sezer Kanbul. "Examination of Computational Thinking Skill Levels of Secondary School Students: The Case of Near East College." In Advances in Intelligent Systems and Computing, 61–68. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35249-3_7.

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Johnson, Greer, and Stephen Billett. "A Critical Focus on Family-School-Community Partnerships: St Jude’s Secondary College Transition Program for ‘At-Risk’ Students." In Experience of School Transitions, 219–33. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0_12.

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Grimes, Lauren. "Systematic ELA Challenges at Post-secondary Institutions: Why Many Two-Year Students Aren’t Prepared for College-Level Writing." In The Palgrave Handbook of Political Research Pedagogy, 425–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76955-0_36.

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Schneider, Barbara, Justina Judy, Christina Mazuca Ebmeyer, and Michael Broda. "Trust in Elementary and Secondary Urban Schools: A Pathway for Student Success and College Ambition." In Trust and School Life, 37–56. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8014-8_2.

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Yu, George C. "The Case of St Margaret’s Girls’ College: How SLOA Promotes Self-Assessment and Peer Assessment to Enhance Secondary School Student English Learning." In Self-directed Learning Oriented Assessments in the Asia-Pacific, 393–411. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4507-0_20.

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Fitzpatrick, Corine, and Kathleen Costantini. "Writing the Secondary School Report." In Counseling 21st Century Students for Optimal College and Career Readiness, 173–80. Routledge, 2012. http://dx.doi.org/10.4324/9780203859391-16.

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Williams, York. "Culturally Responsive Teaching and Mentoring for African American Males Attending Post-Secondary Schools." In Advances in Higher Education and Professional Development, 76–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2177-9.ch006.

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African American male (AAM) college students with learning disabilities confront a number of obstacles while matriculating. Data indicates that a growing percentage of college students of color are enrolling in post-secondary institutions to pursue a higher education, but there still remains a graduation gap and retention issues between Black and White students, with the graduation rates of Black males still looming behind those of other groups. Of this student population, AAM's with learning disabilities encounter obstacles, both culturally, emotionally, financially, and psychologically that tend to exacerbate their learning needs and overall college experience, thus resulting in them dropping out midway through or at the end of the semester. Colleges and universities must address this gap and provide opportunities for culturally responsive mentoring, teaching, and specialized supports for AAM's with learning-diverse needs used to increase college graduation rates.
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Williams, York. "Culturally Responsive Teaching and Mentoring for African American Males Attending Post-Secondary Schools." In Research Anthology on Culturally Responsive Teaching and Learning, 149–66. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch010.

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African American male (AAM) college students with learning disabilities confront a number of obstacles while matriculating. Data indicates that a growing percentage of college students of color are enrolling in post-secondary institutions to pursue a higher education, but there still remains a graduation gap and retention issues between Black and White students, with the graduation rates of Black males still looming behind those of other groups. Of this student population, AAM's with learning disabilities encounter obstacles, both culturally, emotionally, financially, and psychologically that tend to exacerbate their learning needs and overall college experience, thus resulting in them dropping out midway through or at the end of the semester. Colleges and universities must address this gap and provide opportunities for culturally responsive mentoring, teaching, and specialized supports for AAM's with learning-diverse needs used to increase college graduation rates.
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"Preparing Students to Participate in an Active Learning Environment." In Active Learning in Secondary and College Science Classrooms, 73–84. Routledge, 2003. http://dx.doi.org/10.4324/9781410609212-14.

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Conference papers on the topic "Secondary college students"

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Шубочкина, Е. И., О. И. Янушанец, and В. В. Чепрасов. "Approaches to risk assessment of health of secondary vocational education College students mastering different groups of professions." In The second international scientific Forum "Health and Safety at the Workplace". Encyclopedix, 2018. http://dx.doi.org/10.31089/978-985-7153-46-6-2018-1-2-209-213.

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Coombe, E., and A. McAvoy-Yau. "G423(P) Teaching clinics in secondary care for undergraduate students: achievable and affordable." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.408.

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Fuehne, Joseph P., Julie Phillips, and Anji McKinney. "The Boiler Tech Challenge: A Fun Competition and Recruiting Tool for Engineering Technology Programs." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38967.

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Project Lead The Way, a pre-engineering curriculum for secondary students, has gained in popularity and importance at secondary institutions in the Region 9 workforce area in south central Indiana. The Purdue College of Technology in Columbus, Indiana stands to benefit from this effort by attracting these students to its programs, which have been enrollment-challenged in recent years. One possible recruiting tool instituted by the College of Technology in Columbus is the “Boiler Tech Challenge” for Project Lead the Way students throughout the region. Nearly 200 students from high schools around the region assembled at the Purdue College of Technology site in Columbus. There were teams of 4 students who needed to solve one of five possible challenges. With a space theme, the teams needed to design and build a space station tower to withstand a certain weight, build and assemble a spacesuit for one of the team members to wear, use a CAD tool to design a space station, design and build a pneumatic lift system to assist in the production of hydroponic vegetables in the space station, and design and build a carbon dioxide scrubber/filter to clean the air on a command module. This last challenge is similar to the situation encountered by the astronauts of Apollo 13. A maximum of 10 teams (no more than 4 team members per team) do each challenge and are given two hours to complete the challenge. Prizes are given to the winners. Other sessions throughout the day-long event include information sessions about the College of Technology in Columbus, a presentation by an engineer associated with the space program, and lunch. This work provides more details about the event and includes survey results of the participants. The initial event brought approximately 160 high school students to the Purdue College of Technology campus in Columbus and was a great recruiting tool.
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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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Салихова, Карина Римовна. "POSSIBILITIES OF DEVELOPMENT OF CREATIVE ABILITIES OF MODERN STUDENTS OF SECONDARY VOCATIONAL EDUCATION THROUGH THE IMPLEMENTATION OF PEDAGOGICAL IDEAS A.S. MAKARENKO." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp296.2021.78.42.015.

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Автор статьи рассматривает возможности применения идей А.С. Макаренко в развитии творческих способностей у современных студентов СПО. Описывается опыт работы преподавателей иностранного языка в колледже, успешно реализующих на занятиях эстетическое воспитание через организацию игр, работу с музыкальным материалом, создание эстетически привлекательной среды. The author of the article examines the possibilities of applying the ideas of A.S. Makarenko in the development of creative abilities among modern students of secondary vocational education. The article describes the experience of foreign language teachers in college, who successfully implement aesthetic education in the classroom through the organization of games, work with musical material, and the creation of an aesthetically attractive environment.
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Liang, Su. "Group Formation-Finding-Your-Matching-Card in a Collaborative Learning Classroom." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12786.

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This paper presents a non-traditional strategy of group formation that engages students in utilizing prior learned knowledge to solve problems at a collaborative learning classroom. Through the grouping process students communicate mathematical thinking with their peers and physically moving around to find their matching cards and group parteners. The grouping process warms up students to launch an active learning mode. Although the grouping method was implemented in the mathematics content course for preservice elementary teachers and the capstone course for preservice secondary mathematics teachers, it could perfectly fit different types of classrooms including grades K-12 or college level.
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"Updating PowerPoint for the new Business Classroom." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4268.

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Aim/Purpose: To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z. Background: The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings. Methodology: Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality. Contribution: These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z. Findings: Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused. There was no difference in student course evaluations between those that had slides and those that did not. However, most of the slide decks examined did not follow the “rules of thumb,” exhibiting a much greater number of words per slide. Generations Y and Z gave high ratings to slides that incorporated audiovisuals, mixed media, and special effects and said they learned more when they were the ones who created the slides. However, most students did not rate themselves as competent in creation of PowerPoint slides. Recommendations for Practitioners: (1) Faculty should consider students’ positive reception of PowerPoint, their preference for adaptive, interactive learning that builds on strong multimedia elements while creating instructional materials. (2) Faculty should receive prescriptive design instruction for incorporating PowerPoint best practices to cut back on their self-reported high time spent on slide creation and student-reported low technical competency in faculty instruction. (3) Publishers should concentrate on slide design and innovativeness along with content coverage to serve faculty needs. (4) Business curricula should take into account generational as well as cultural differences in learning preferences. (5) To address the students’ conflation of personal social media prowess with superior technology or communication skills in the professional context, Business curricula should incorporate learning outcomes related to professional use of technology tools such as PowerPoint. Recommendations for Researchers: There is still utility in old-fashioned paper questionnaires to assess what impacts student learning. There is also merit in comparing student course evaluations with various in-classroom treatments. Impact on Society: PowerPoint may be underused in the post-secondary business classroom, but this paper raises questions about the value of unedited use of the very dense slides provided by publishers as effective learning tools in the post-secondary business classroom. Future Research: Future research can be focused on the use of PowerPoint slides in the business classroom in other countries and cultures, as only the US and India were examined. Further examination needs to be made of the relationship between extensive and unedited use of publisher-provided slides and the reporting of the staggering statistics that most students are not now buying textbooks. Finally, this study did not touch on gender or socio-economic differences in the student demographics, which might open further avenues for investigation.
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Schembri, Antoinette. "Students’ Learning and Satisfaction In An Alternative Learning Centre In Malta." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8145.

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This paper is a small-scale research study done by the author. It seeks to find the perceptions of students attending an alternative learning centre,with an emphasis on vocational education, with regards to their learning. This study is situated on the island of Malta and the five students interviewed currently attend this school, which opened in 2014, and is the only one of its kind on the island. The main results obtained are that, on the whole, the students are happy to attend this school. They drew comparisons between their school life in the previous four years of secondary education in the mainstream college and in the alternative learning centre. They enjoyed the lessons because they were learning the subjects that they wanted to learn, they enjoyed the small class size,and the individual attention. They felt part of a big family and appreciated the fact that the teachers genuinely cared for them. They also mentioned things that should be improved, like more resources for the classrooms and a major renovation of the school building. The conclusion drawn here is that while the students are happy, care must be taken so that the concerns raised are addressed.
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Muollo, Killian, Prateek Basavaraj, and Ivan Garibay. "Understanding Students’ Online Reviews to Improve College Experience and Graduation Rates of STEM Programs at the Largest Post-Secondary Institution: A Learner-Centered Study." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658450.

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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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Reports on the topic "Secondary college students"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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