Journal articles: 'Secondary college'

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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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Zhang, Yong. "Thoughts on the Management Mode of Secondary Colleges in Vocational College." Lifelong Education 9, no. 7 (December 8, 2020): 226. http://dx.doi.org/10.18282/le.v9i7.1523.

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At present, China’s higher education system is undergoing continuous reform. In the development of related higher vocational education, the cost of running a school is also rising, and the complexity of management is also increasing. In relevant higher vocational colleges, the management of secondary colleges The model is gradually being applied. However, judging from the current application of the secondary college management model in the management of higher vocational colleges, the concepts of some higher vocational colleges need to be updated, the related systems are not perfect, and the initiative in resource allocation is not sufficient. In this regard, it is necessary to do a good job of emancipating the mind, promote the continuous improvement of related work systems, promote more scientific and efficient secondary management, and improve the overall management and development level. This article analyzes the basic connotation and content of secondary college management, analyzes the current development status of secondary college management mode in higher vocational colleges, and explores effective countermeasures for the management of secondary colleges in higher vocational colleges.

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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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Crawford, Corinne, and Angela Jervis. "Community Colleges Today." Contemporary Issues in Education Research (CIER) 4, no. 8 (September 21, 2011): 29. http://dx.doi.org/10.19030/cier.v4i8.5884.

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Dr. Jill Biden, Vice President Joe Bidens wife, has been teaching in community colleges for the past 18 years. Dr. Biden believes that community colleges are uniquely American institutions where anyone who walks through the door is one step closer to realizing the American dream. This is an inspiring sentiment. However, of all the first time college students who enrolled in community college in 2003-2004, fewer than 36% earned a post-secondary credential within six years. In light of the low completion rate, one has to question whether community colleges are fulfilling their promise. In this article we will look at the recent demographics of community colleges, compare the role of community colleges to that of proprietary colleges in post secondary education and discuss promising research initiatives aimed at improving the community college system.

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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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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): 75–96. http://dx.doi.org/10.53543/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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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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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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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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Sebesta, Judith Lynn. "Comparison of Secondary and College Latin Textbooks." Classical World 92, no. 1 (1998): 5. http://dx.doi.org/10.2307/4352177.

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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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Tadese Hailegnaw, Tesfaye, Vencie B. Allida, Petronilla Mwangi, Korso Gude, and Benson Kinuthia. "Challenges to Implementing Partnerships in a College of Teachers’ Education and Secondary Schools in Hosanna Town, Southern Ethiopia." East African Journal of Education and Social Sciences 3, no. 3 (June 30, 2022): 122–28. http://dx.doi.org/10.4314/eajess.v3i3.186.

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The study investigated the challenges of implementing effective partnerships in a College of Teachers’ Education and schools in Hosanna town, Southern Ethiopia, using the study used a descriptive design. The study was conducted in Hosanna town which had two public secondary schools, one private secondary school and one College of Teacher’s Education. The total number of educators was 150. The researchers sampled 37 instructors and 41 school teachers to make a total of 78 respondents. While there are benefits of forming partnerships among Colleges of Teachers’ Education and schools, bridging the gap between theory and practices of trainees is one of the main established challenges. Other challenges include gaps between theoretical and practical parts of teacher education programs, lack of finance in implementing partnerships between the college and schools and lack of collaboration between college instructors and teachers. The study recommends that the Ministry of Education should allocate a budget for developing effective partnerships. The regional education office should give training to develop trust among partners. Training should be given to change the pattern of the top to down work order and solve the cultural differences between the colleges and schools.

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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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Бычков, Анатолий, and Anatoliy Bychkov. "Standards of Continuity: School — College." Standards and Monitoring in Education 5, no. 6 (December 12, 2017): 18–24. http://dx.doi.org/10.12737/article_5a1bf5e2eddf30.49459841.

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Recommendations for the design continuity of the content of basic General and secondary vocational education in the context of general and structural changes in the education in our country. On the basis of the comparative analysis of the Federal state educational standards for “Technology” and the Federal state educational standards of secondary professional education the foundation for the design continuity of the content of education in educational complexes “school — College” are set in the form of organizational-pedagogical conditions implemented in the context of personal-oriented approach, motivating students to continue studies in colleges. The methodists and teachers can use presented in the article missions for the organization of practical activities of students.

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Pogorelova, Anna Yu, Olga N. Potapova, and Tatiana A. Puzynya. "Particular Nature of Teaching Entrepreneurship in Secondary Vocational Education Programs." Journal of Modern Competition 16, no. 1 (85) (February 25, 2022): 126–33. http://dx.doi.org/10.37791/2687-0657-2022-16-1-126-133.

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The article is devoted to the consideration of the issue of studying under the Entrepreneurship program in Russian colleges, the issues of the specifics of teaching this profession, the need to master unique professional competencies are raised. The article analyzes the current state of secondary vocational education and the ways of its development in the field of entrepreneurship, describes the problems of entrepreneurship education in colleges in Russia, identifies ways to overcome crisis situations in the development of secondary vocational education on the example of the Synergy University for entrepreneurship training programs. The article takes into account the experience of the federal innovation platform operating on the basis of the Synergy University, which implements a project called “Model of the innovative system of continuous entrepreneurial education in higher educational institutions of the Russian Federation”. Entrepreneurship education in college is associated with a number of features: entrepreneurship is a professional activity with its inherent labor functions; to engage in entrepreneurship, it is necessary to register on a voluntary basis; professional interests often include personal, family, consumer and other interests; entrepreneurial activity is associated with risk and uncertainty; in the process of learning entrepreneurship, it is often necessary to be guided by rational motives and logic; students of entrepreneurship must have professional aptitude to do their business. These features should be taken into account in the forms of entrepreneurship education in college, therefore, classical forms of education are not very mundane when teaching entrepreneurship. The article analyzes the existing forms of education and suggests ways to improve entrepreneurship education, namely, the inclusion of more practical disciplines in the curricula, attracting practical teachers in the field of entrepreneurship for training; also increasing the motivation of the teaching staff, including by increasing wages and introducing intangible incentives; conducting practical classes and practices on entrepreneurship in business incubators and business centers. All this should improve the quality of entrepreneurship education in college.

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Strick, Betsy R. "Evidence for the Influence of School Context on College Access." education policy analysis archives 20 (November 5, 2012): 35. http://dx.doi.org/10.14507/epaa.v20n35.2012.

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Since the release of the Coleman Report in 1966, studies (such as Sirin, 2005; Radford, Berkner, Wheeless, and Shepherd, 2010) have continued to find an association between socioeconomic status and educational attainment. Wyner, Bridgeland, and Diiulio (2007) observe that a progressively lower proportion of low-income, high achieving students remain successful as they advance from elementary school through college. The present study considers college enrollments from a college preparatory charter secondary school serving low-income students. The study finds that alumni enrolled in four-year colleges at a higher rate than did lottery-assigned comparison students. These four-year college enrollment findings held for Hispanic, African American, and Asian American students. At the same time, the overall college enrollment rates, meaning enrollment in two- and four-year colleges in contrast to no college enrollment, were quite similar for the Preuss School and comparison students. These results were achieved, this study suggests, through numerous academic and social supports that increase college eligibility rates and institute four-year college and financial aid applications as part of coursework. The four-year college enrollment findings offer the promise that schools can be arranged to increase academic opportunities for low-income students.

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Ginzburg, M. "Secondary operation for tubercular Peritonitis." Journal of obstetrics and women's diseases 11, no. 3 (December 22, 2020): 355–57. http://dx.doi.org/10.17816/jowd113355-357.

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Littleton, Chad Eric. "Creating Connections between Secondary and College Writing Centers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 80, no. 2 (November 2006): 77–78. http://dx.doi.org/10.3200/tchs.80.2.77-78.

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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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Smyth, Robyn. "Active learning in secondary and college science classrooms." British Journal of Educational Technology 35, no. 6 (November 2004): 754. http://dx.doi.org/10.1111/j.1467-8535.2004.00432_10.x.

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Hughes, Steven, and George Otero. "Global Education for the Secondary and College Student." Political Science Teacher 2, no. 1 (1989): 21–23. http://dx.doi.org/10.1017/s0896082800000520.

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What's worth teaching and how to teach it are two questions we constantly pose to ourselves. As we ponder these, we inevitably run into two other questions: how to engage those who are less than fully motivated and how to involve students in learning about a world which is so incredibly complex and where virtually all issues are so globally interdependent. Because of the conditions of complexity and interdependence, we label ourselves global educators and what we do as global education.George initially became concerned with these problems as a middle school teacher in Colorado. Later, as director of the Center for Teaching International Relations (CTIR) at the University of Denver, he was involved in developing strategies for student centered, interactive learning.Steve has taught political science at a state university in California. Several years ago, he became convinced that the input, lecture based mode of learning he employed was terribly inadequate. So the search began for alternatives which eventually led to meeting George and to our subsequent collaboration.The purpose of this article is to share some of the activities we have found to be successful in addressing our concerns. These activities have been used in a variety of settings: residential programs for approximately 35 high school students from all over the country, held at Las Palomas de Taos; the Tennessee Governor's School for International Studies, which is a four week, summer program for 150 high school students; workshops for elementary and secondary educators; and a variety of college courses including Global Politics American Government, and Public Policy Making.

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Rasberry, Catherine N., and Patricia Goodson. "Predictors of Secondary Abstinence in U.S. College Undergraduates." Archives of Sexual Behavior 38, no. 1 (September 13, 2007): 74–86. http://dx.doi.org/10.1007/s10508-007-9214-z.

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Odenwald, Joseph Learned. "Louisiana College: Factors in the Initial Survival of a Later Denominational College." Journal of Curriculum Studies Research 4, no. 1 (February 18, 2022): 43–57. http://dx.doi.org/10.46303/jcsr.2022.5.

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The following historical case study considers the initial history of Louisiana College. It utilizes primary and secondary sources, including dissertations, local histories, news articles, speeches, catalogs, yearbooks, and financial statements. The methods employed were historical, but the framework was that of an educationist. Beyond merely telling the story of the initial years of Louisiana College, the goal was to understand what contributed to the college’s perpetuity in light of the mortality of similar institutions. As we face a period of a demography unfavorable to our system of colleges and universities, it is imperative that leaders and the broader stakeholders of particular institutions have a grasp of the factors that lead to institutional health and decline.

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Finnie, Colin, Ian Finlay, and Catherine Ridler. "The Effects of School and College Cultures on Young People’s Decisions to Stay on or Move on." Scottish Educational Review 31, no. 2 (March 18, 1999): 173–80. http://dx.doi.org/10.1163/27730840-03102008.

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The staying on rates at Scottish secondary school steadily increased between 1984 and 1997 (the latest year for which figures are currently available). At age sixteen young people, wishing to remain in full time education, have a choice of remaining in secondary school or continuing their education in a further education college. Our research examined the effects that young people’s perceptions of school and college culture had on their decisions of whether they remained in school or moved on to college. We found that some aspects of culture are important, particularly symbolic elements such as security and familiarity, and being treated as an adult. Other aspects of culture such as routines and rituals received a mixed reaction from our respondents. Our findings have implications for the way both schools and colleges should treat young people if they wish to become more culturally acceptable to them.

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Maxwell, Sarah P. "Parental and Familial Factors Among Latino/a Youths’ Successful Matriculation into Postsecondary Education." Advances in Social Work 14, no. 1 (September 4, 2013): 125–45. http://dx.doi.org/10.18060/3581.

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Extant research focuses on the “educational attainment gap,” documenting the lack of parity among Latino youth and other high school graduates in college matriculation. This study reversed that question, and asked instead, what factors, and specifically what parental or family-related factors, contribute to Latino/a youth enrolling in four-year post-secondary institutions where future earnings tend to be higher than two-year colleges. Data from the Texas Higher Education Opportunity Project (THEOP, 2004) were analyzed to identify parental contributors to successful matriculation into post-secondary education. Findings indicate that parents attending college was one of the most important indicators of Latino/a enrollment in either a two- or four-year college or university. Also significant, and potentially critical in social welfare policy, was rewarding students for grades. Parents helping with and checking homework were not helpful in youths’ progression to postsecondary education.

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Sekhri, Sheetal. "Prestige Matters: Wage Premium and Value Addition in Elite Colleges." American Economic Journal: Applied Economics 12, no. 3 (July 1, 2020): 207–25. http://dx.doi.org/10.1257/app.20140105.

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This paper provides evidence that graduates of elite public institutions in India have an earnings advantage in the labor market even though attending these colleges has no discernible effect on academic outcomes. Admission to the elite public colleges is based on the scores obtained in the Senior Secondary School Examinations. I exploit this feature in a regression discontinuity design. Using administrative data on admission and college test scores and an in-depth survey, I find that the salaries of elite public college graduates are higher at the admission cutoff although the exit test scores are no different. (JEL I23, I26, J24, J31, O15)

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Shea, Peter, and Temi Bidjerano. "Effects of Online Course Load on Degree Completion, Transfer, and Dropout among Community College Students of the State University of New York." EDEN Conference Proceedings, no. 1 (June 16, 2019): 291–300. http://dx.doi.org/10.38069/edenconf-2019-ac-0031.

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Past research suggests that some students are at risk of lower levels of academic performance when studying online compared to students who take coursework only in the classroom. Community college students appear to be among those that struggle in online settings. In this paper, we hypothesize that online course load may influence outcomes for such students, especially those at risk for lower levels of degree attainment. To examine this, we conducted a state-wide study using data from the 30 community colleges (n = 45,557) of the State University of New York, to understand online course-load effects on degree completion, transfer, and dropout. We conclude that when controlling for covariates known to impact degree completion, community college students who successfully complete online courses nearly double their chances (odds ratio = 1.72) of earning a degree or transferring to a 4 year college. However, racial minorities had reduced outcomes and additional research is warranted.Post-secondary completion is a significant predictor of a host of individual and societal benefits. Online education has increased access to post-secondary credentials for millions of people. (Allen Siemen, 2016). Community colleges enrol a higher proportion of online students than other institution types (NCES, 2017). However, concerns exist about outcomes for community college students who take online coursework, especially the effect of higher online course loads. The next section briefly summarizes relevant literature reflecting those concerns.

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Foletta, Gina. "Projects: UTeach: Secondary Science and Mathematics Teacher Preparation Program." Mathematics Teacher 94, no. 9 (December 2001): 797. http://dx.doi.org/10.5951/mt.94.9.0797.

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The UTeach program, funded by the National Science Foundation, constitutes a joint effort of the College of Natural Sciences, the College of Education, and the Austin Independent School District to recruit, prepare, and support a new generation of mathematics and science teachers for Texas and for the United States.

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Makarova, Marina Mikhailovna, and Evgenia Aleksandrovna Dubrovina. "Contribution of the Tyumen medical college to the formation and development of healthcare in the region: notes on the fields of a century history." Medsestra (Nurse), no. 2 (February 1, 2021): 7–25. http://dx.doi.org/10.33920/med-05-2102-01.

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In 2021, Tyumen Medical College will celebrate 100 years since its foundation. The article shows the key milestones in the history of one of the leading medical colleges in Russia, the importance of training secondary medical personnel for the formation and development of healthcare in the Tyumen region.

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박명진, MyungShinLee, and NAN MEE YANG. "Validation of Secondary Victimization Scale for the college stusents." Women's Studies 87, no. 2 (December 2014): 99–126. http://dx.doi.org/10.33949/tws.2014.87.2.003.

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Kriechbaum, Anthony J. "Wellbeing in a New Zealand Secondary College - an evaluation." Australian and New Zealand Journal of Public Health 22, no. 6 (October 1998): 734–36. http://dx.doi.org/10.1111/j.1467-842x.1998.tb01483.x.

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Hosler, Allan M., and John Schmid. "Relating Factor Traits of Elementary, Secondary, and College Teachers." Journal of Experimental Education 53, no. 4 (July 1985): 211–15. http://dx.doi.org/10.1080/00220973.1985.10806384.

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Stearns, Elizabeth, Nandan Jha, and Stephanie Potochnick. "Race, secondary school course of study, and college type." Social Science Research 42, no. 3 (May 2013): 789–803. http://dx.doi.org/10.1016/j.ssresearch.2013.01.007.

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Sotz, Carlos. "Private and Public Education in Kenya: the Case of Strathmore College." Estudios sobre Educación 7 (May 17, 2018): 69–90. http://dx.doi.org/10.15581/004.7.25592.

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After Independence the Kenya Government decided to shape one nation by removing racial discrimination from the education system and providing equal opportunities to all; this was achieved by transferring the management of all secondary schools and colleges to Boards of Governors and giving them Grant-in-aid status. To keep its autonomy Strathmore College opted to operate privately. The integration of the education system enhanced certain human rights but diminished religious freedom. The experience of Strathmore College shows that Boards of Governors and Sponsors may need more freedom to discharge their responsibilities.

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Gordon, John T. "Soundoff: Developmental-Studies Mathematics: Developmental or Review?" Mathematics Teacher 79, no. 6 (September 1986): 402–3. http://dx.doi.org/10.5951/mt.79.6.0402.

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Developmental-studies mathematics is the set of skills that students must possess if they are to be sucessful in beginning college-level mathematics. In most colleges and universities, elementary algebra from the secondary school curriculum is a major part of developmental-studies mathematics. Some arithmetic, or some intermediate algebra, or some of both is also commonly included. Although this content is studied by most college-bound students before they enter their last two years of high school, over 60 percent of all students nationally who enter a community college are required to take developmental-studies mathematics (Griffin 1981). Similarly, in many of the larger universities, this statistic is over 50 percent (Whitesitt 1982).

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Huntley, Heather Johnson, and John H. Schuh. "Post-Secondary Enrollment: A New Frontier in Recruitment and Retention." Journal of College Student Retention: Research, Theory & Practice 4, no. 2 (August 2002): 83–94. http://dx.doi.org/10.2190/4xqf-p3cb-lqm8-bqql.

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This study examined the experiences of students who are enrolled in high school and college simultaneously, a growing phenomenon known as dual-enrollment. Using qualitative methods, the study examined such elements of dual-enrollment as why students chose to enroll in high school and college at the same time, how they perceived the college environment, and what they reported as benefits from this experience. None of the participants indicated that the institutions they attended made any effort to retain them as full time students after they completed high school, presumably missed opportunities for the post-secondary institutions included in the study. Building on the students' experiences, recommendations for retaining these students are suggested.

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Raby, Rosalind Latiner, and Edward J. Valeau. "Access and Social Capital: A Profile of Community College and Global Counterparts." Excellence in Higher Education 5, no. 1 (December 11, 2014): 6–13. http://dx.doi.org/10.5195/ehe.2014.126.

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Alternatives to the traditional four-year public and private university include a sector of higher education that offers a more advanced curriculum than secondary school and serves as a local and often lower-cost pathway that gives options for university overflow for adult learners, displaced workers, life-long learners, workforce learners, developmental learners, and non-traditional learners (Raby and Valeau 2009). These institutional types are known by several names including College of Further Education, Community College, Polytechnic, Technical College, and Technical and Further Education (TAFE) and are found on all continents. Based on a literature review of 1,083 academic publications these institutions share a mission that views educational access as necessary for growing the economic and social capital that is needed to help students improve lives. Central to this mission is the belief that any amount of post-secondary education is life-enhancing, regardless of length of study or level of completion. This article examines application of this mission at community colleges and global counterparts throughout the world.

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Wragg, David. "After Secondary." Australian Journal of Environmental Education 18 (2002): 91–93. http://dx.doi.org/10.1017/s081406260000344x.

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Just how successful have we been in our roles as environmental educators? With the huge groundswell of interest our society has in the environmental field it is of interest to track the progress of five students that have moved on from our school. As potential movers and shapers in future years these students have been chosen to talk about their ideas, experiences and concerns about environmental education.The background to Environmental Education at St. Joseph's College, Geelong, lies in the ever-changing curriculum of the school. During the early 1990s there was a major upheaval in choices. Chinese replaced French, Geography and English Literature disappeared and Environmental Studies was trialed as one of the new VCE subjects. Our Principal, Mr. Peter Cannon, was always receptive to new ideas.All major assignments were location-based and presented some relevant local issues. Included were Coode Island, the chemical storage facility and its possible relocation, the scallop industry of Port Phillip Bay, the You Yangs and the Striped Legless Lizard.

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Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.

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Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

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Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria." Asian Journal of University Education 15, no. 2 (December 27, 2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.

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The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors underperform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.

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Karathanos, Katya A., and Dolores D. Mena. "Exploring the Experiences of Linguistically Diverse College of Education Student Writers." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 115–26. http://dx.doi.org/10.53761/1.11.3.9.

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Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English language learners (ELLs) transition from high school to college, little attention has been given to how students are supported in their college or university academic classes. In this paper, we present research results based on a survey administered to students enrolled in educationbased programs exploring their perspectives on instructional feedback provided by university faculty on their academic writing. We present quantitative and qualitative findings from this survey with related recommendations for how faculty can infuse strategies in their instruction to assist ELL students who struggle with aspects of their academic writing. Findings from this research have important implications for colleges and universities in meeting the diverse needs of a growing post-secondary English language learner student population enrolled in content courses across academic disciplines.

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Hammond, Lindsey, Sean Baser, and Alexander Cassell. "Relationships Between State Community College Governance Centralization and Local Appropriations." Higher Education Politics & Economics 6, no. 1 (July 2, 2020): 20–38. http://dx.doi.org/10.32674/hepe.v6i1.1734.

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This two-way, fixed effects analysis examines the relationship between local appropriations and community college state governance structures while examining governance’s moderating impact on state-level factors. We find that any type of state-level organization for community colleges does not impact local appropriations, and that in states with no formal coordinating authority, local appropriations are likely to be higher. Further, the absence of a state-level board, even one that includes four-year, primary, or secondary education, moderates the relationship between unemployment and appropriations. This relationship suggests that in states without a state-level board for community colleges, local governments invest in and leverage their community colleges in times of economic decline.

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Morningstar, Mary E., Allison Lombardi, Catherine H. Fowler, and David W. Test. "A College and Career Readiness Framework for Secondary Students With Disabilities." Career Development and Transition for Exceptional Individuals 40, no. 2 (June 15, 2015): 79–91. http://dx.doi.org/10.1177/2165143415589926.

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In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed.

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Ferrini-Mundy, Joan, and Marie Gaudard. "Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?" Journal for Research in Mathematics Education 23, no. 1 (January 1992): 56–71. http://dx.doi.org/10.5951/jresematheduc.23.1.0056.

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This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school introduction to calculus, in comparison with no secondary school calculus, provided an initial advantage in the college course. This slight advantage reappeared on the final exam and on the procedural subscale of the final exam. Students who had studied a full year of secondary school calculus performed significantly better than other groups throughout the first-semester course. The advantage was revealed more strongly in procedural than in conceptual items. There were no significant differences among the four groups of students on outcome measures in the second-semester course. Students with more secondary school calculus background were more likely to continue into the second semester of college calculus.

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RajaRayan, Raj K. "Looking Back—Dean's Address." Primary Dental Care os8, no. 3 (July 2001): 91–92. http://dx.doi.org/10.1308/135576101322561877.

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General dental practitioners have been part of The Royal College of Surgeons of England since the LDS RCS examinations in 1860. For 87 years, it was the general dentists who were part of the College. Later, the political necessity of introducing hospital dentists to the National Health Service changed the ethos for dentists with the formation of the Faculty of Dental Surgery in 1947. Secondary care dentists became entrenched within The College at the expense of the majority of those who practised dentistry to the same level as secondary care dentists. It took a further 45 years before general practitioners could return to their home. The Faculty of General Dental Practitioners (UK), within a short space of time, has become the largest Faculty for dentists within any of the Royal Colleges. This article includes excerpts from the Dean's address at the Ceremony of Presentation of Diplomates held on 3rd March 2001 (see page 75). It unveils the accidents of history which formulated a Royal College, the perseverance of committed dentists which took them into the fold of The College. It describes the beginning of the Faculty of Dental Surgery and unravels the story of the Advisory Board in General Dental Practice which later became the Faculty of General Dental Practitioners (UK). The next article ‘Looking Forwards’ will describe a way forward for this Faculty, which has grown up all too quickly in a rapidly changing world.

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Engberg, Mark E., and Gregory C. Wolniak. "Navigating Disparate Pathways to College: Examining the Conditional Effects of Race on Enrollment Decisions." Teachers College Record: The Voice of Scholarship in Education 111, no. 9 (September 2009): 2255–79. http://dx.doi.org/10.1177/016146810911100903.

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Background/Context This study draws from the growing body of research dedicated to understanding how students navigate disparate pathways to college. The extant research has demonstrated the various stages that undergird the college choice process, drawing largely from economic and sociological perspectives related to human capital formation, status attainment, and social and cultural resources. Despite this growing body of research, our understanding of the college choice process across racial groups remains inconsistent and unclear. Purpose/Objective/Research Question/Focus The purpose of the current study is to better understand the various factors and resources that influence the decision to attend a particular college or university, with an emphasis on how the choice process manifests across different race groups. Through the development of a series of statistical models, we offer a unique glimpse into whether a common model of college choice exists, while exploring the possibility that the process and underlying factors that influence matriculation may differ depending on one's racial group membership. Research Design Using admissions and financial aid data from eight private colleges and universities, we performed secondary data analyses on general and race-conditional models of college choice. Analysis The current study primarily used blocked logistic regression to understand the main and conditional effects of enrollment for the general population and across four race groups. Conclusions Our findings suggest that the college choice process unfolds differently for students depending on their racial group membership. Although our models captured a significant amount of the variance for each racial group, our study reveals important distinctions related to the college choice process based on students’ academic preparation, the overall academic quality of their secondary milieu, and the strength of established feeder networks between a particular high school and college. Overall, our findings provide conceptual guidance for researchers interested in studying the college choice process and emphasize the importance of examining conditional effects to fully appreciate how the process unfolds for all students.

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Parker, James DA, Donald H. Saklofske, and Kateryna V. Keefer. "Giftedness and academic success in college and university." Gifted Education International 33, no. 2 (October 10, 2016): 183–94. http://dx.doi.org/10.1177/0261429416668872.

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Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency (also called emotional intelligence (EI)). Previous work on the link between EI and giftedness is reviewed, particularly factors connected to the successful transition to postsecondary education. Data are presented from a sample of 171 exceptionally high-achieving secondary students (high school grade-point average of 90% or better) who completed a measure of trait EI at the start of postsecondary studies and who had their academic progress tracked over the next 6 years. High-achieving secondary students who completed an undergraduate degree scored significantly higher on a number of EI dimensions compared to the secondary students who dropped out. Results are discussed in the context of the importance of EI in the successful transition from secondary to postsecondary education.

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Wilkinson, Jeremy, and Gill Chard. "Images of Occupational Therapy among Secondary Schoolchildren." British Journal of Occupational Therapy 68, no. 3 (March 2005): 135–39. http://dx.doi.org/10.1177/030802260506800307.

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There has been no published research in the United Kingdom specific to the promotion of occupational therapy as a career among secondary schoolchildren. A two-part questionnaire was administered to 110 schoolchildren (age 14–16 years) at three schools in England. The questionnaire investigated awareness about occupational therapy as a potential career and opinions about various promotional materials: a video, radio advertisements and careers leaflets issued by the College of Occupational Therapists. The findings indicate that awareness of occupational therapy is low; careers teachers are the first choice and the Internet the second choice when finding out about a career in occupational therapy. All participants chose the video as the best promotional material. Schoolchildren need to be informed about occupational therapy before the age of 14 years if they are to consider it as a career; careers teachers need ready access to promotional materials; and the College of Occupational Therapists' web pages need to be developed specifically for secondary school-age children.

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Poland, J. L. "Physiology course for secondary school biology teachers." Advances in Physiology Education 262, no. 6 (June 1992): S15. http://dx.doi.org/10.1152/advances.1992.262.6.s15.

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The Department of Physiology at the Medical College of Virginia/Virginia Commonwealth University offered a human physiology course to middle school and high school science teachers in the Richmond, VA, area. It was a three-credit course, team taught, and given at a location convenient to many area teachers. This course served the community by contributing to the continuing education efforts of teachers and concurrently enhanced our recruitment program by advertising "physiology" to teachers who will influence college-bound students for years to come. In addition, we established ties between teachers and physiology faculty such that continuing interactions (e.g., collaborative research during the summer) should be facilitated. The success of the course suggests that this is an effective way to serve local communities, enhance efforts to recruit graduate students into the basic sciences, and at the same time help reverse the educational crisis in the US by bolstering the backgrounds of secondary school teachers.

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Duncheon, Julia C., and David E. DeMatthews. "Early College High School Principals: Preparing Historically Underrepresented Students for College Success." NASSP Bulletin 102, no. 4 (November 22, 2018): 269–90. http://dx.doi.org/10.1177/0192636518812703.

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Early college high schools, which allow underrepresented students to earn up to an associate’s degree during 9th through 12th grades, have been lauded for their potential to increase college access and opportunity. Yet little is known about the role of the principal. Using data drawn from 10 administrators in the borderlands of West Texas, this qualitative study uses an instructional leadership framework to explore how early college principals support students’ college preparation at the intersection of secondary and postsecondary education.

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Journal articles on the topic 'Secondary college'

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