Relevant bibliographies by topics / Senior secondary colleges

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

Academic literature on the topic 'Senior secondary colleges'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Senior secondary colleges"

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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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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (August 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.

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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.
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Sharma, Pragalbh. "An Analysis of the Effect of Academic Stress on Achievement Motivation among Senior-Secondary Students of Mathura District." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 498–502. http://dx.doi.org/10.17762/turcomat.v12i5.1042.

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The objective of this study is to identify and examine the impact of stress on the achievement motivation of the senior secondary students. The Achievement motivation is a phenomenon of consistently attempting for success and to select target oriented success or failure activities. In the present era, a very high motivation for achievement has become very vital need for the students especially in terms of seeking admission into esteemed or reputed colleges in higher education or to become highly successful in life. The word ‘Stress’ is generally used to describe the feeling of not being able to manage with the things or fatigue or an unwanted pressure. The term stress in this study implies the strain, the inability or the hardship among the senior secondary students. Several studies in this field have revealed that the students are very often exposed to stress and strains which can in-turn have very severe negative impacts on their work, health, life and overall well-being. In order to complete the present study, the researcher has selected a total of 120 senior-secondary students (60 Boys & 60 Girls) randomly from three different schools located in Mathura district. The SPSS package (v-16.0) for undertaking “One way analysis of Variance”, post hoc test and t-test have been utilized to analyse the data. The findings of the present study signify that a moderate level of stress group has a better achievement motivation as compared to the high level and low levels of stress groups. While it is also observed that there exists no relevant difference between the genders (Boys & Girls) and it is also revealed that the girl students have comparatively better achievement motivation than the boy students at senior-secondary level.
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Glen, Jonathan. "Case Study of the Dundee Academy of Sport Secondary, Further and Higher Education Work (2013-17)." Journal of Perspectives in Applied Academic Practice 6, no. 2 (September 5, 2018): 91–98. http://dx.doi.org/10.14297/jpaap.v6i2.338.

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Widening access to Higher Education has been a priority globally in recent years. This has helped shape projects that work with educational establishments in more deprived communities to remove barriers to continued education. One such barrier is often the difficulty that students face in transitioning between educational environments. In Scotland, the Government have made widening access a key initiative and have supported projects that work towards this aim. The Dundee Academy of Sport (DAoS) project was established as a venture between Abertay University and Dundee and Angus College. The project works with schools from an SIMD20 (deprived) background and attempts to remove barriers to Further Education (FE) and Higher Education (HE). The project works throughout the educational continuum and supports students at each stage of transition. This study focused specifically on the work within secondary schools, FE, HE, as well as the role of DAoS in supporting transition across sectors. Six practitioners from three partner schools, two partner colleges and one lecturer at the university were interviewed to give their evaluation on how DAoS worked with their institution. At secondary level, work with senior pupils was highlighted as being useful in preparing students for FE and HE. Changes in attitude and mind-set for the pupils were noted among those who previously may not have considered continued education. Financial support and skills of DAoS staff were identified as being beneficial to schools. This suggests that a contextualised approach in schools can be useful for engaging pupils. This also suggests that by offering access to FE and HE establishments can make pupils consider these as viable options moving forward. Areas for improvement identified included further embedding of the project into FE and HE courses, further integration of staff, as well as the project being focussed more towards the senior phases of secondary schools.
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Shimoni, Rena, Gail Barrington, Russ Wilde, and Scott Henwood. "Addressing the needs of diverse distributed students." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 134. http://dx.doi.org/10.19173/irrodl.v14i3.1413.

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Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the second refined the focus to students who were identified as members of diverse sub-groups. Research activities for the studies included: a comprehensive literature review of best practice in distributed service delivery; an online survey for students enrolled in distributed learning through eight colleges and technical institutes; staff and student focus groups; and interviews with students, front-line staff, senior post-secondary administrators, and representatives from provincial government and community organizations. Findings highlight impressions and experiences in relation to best practice criteria for service delivery in distributed learning, along with “best practices behind the best practices” that facilitate the adoption and improvement of distributed service delivery.
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Fakomogbon, Michael Ayodele, Rachael Funmi Adebayo, Mosiforeba Victoria Adegbija, Ahmed Tajudeen Shittu, and Oloyede Solomon Oyelekan. "Subject Specialization and Science Teachers’ Perception of Information and Communication Technology for Instruction in Kwara State." International Journal of Information and Communication Technology Education 10, no. 1 (January 2014): 25–34. http://dx.doi.org/10.4018/ijicte.2014010103.

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This study examined Kwara State secondary school science teachers’ perception of ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government Areas in Kwara State. The data collected through questionnaires tagged Science Teachers Information and Communication Technology Perception Questionnaire (STICOTEPQ) were analysed using frequency count, mean, chi-square and Analysis of Variance (ANOVA) statistics. Findings revealed that (i) the science teachers’ perception of ICT was generally positively low and (ii) there was significant difference in the secondary school science teachers’ perception of ICT for instruction based on their area of specialization{F(3,252) = 50.323, p<0.05}with the Biology teachers having the highest level of perception while the Mathematics teachers had the lowest perception. The implication of this study was that should the secondary school science teachers remain at this level of perception of ICT for instruction, the probability that ICT will be used for classroom instruction in Kwara State is very low. It was therefore recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of ICT for instruction.
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Zhan, Chongjiang, Boliang Xu, and Li Cao. "Research on the Development Path of Campus Football in Zhejiang Province." Region - Educational Research and Reviews 3, no. 2 (May 27, 2021): 30. http://dx.doi.org/10.32629/rerr.v3i2.333.

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Through combing the domestic and foreign literature on campus football and using questionnaire surveys, interviews and other methods, a comprehensive analysis of the development path of campus football in Zhejiang Province is conducted. Research conclusions: Regarding the popularization status, Zhejiang campus football penetration rate is regional. High penetration rate is mainly concentrated in eastern Zhejiang, southern Zhejiang, northern Zhejiang and Zhejiang middle-developed cities, and the underdeveloped regions of western Zhejiang need to be strengthened. Regarding the curriculum setting, there is no uniform standard for curriculum setting, and the teaching hours, syllabus, teaching content and teaching evaluation of each school are also different. Regarding the psychological willingness, parents and schools in junior and senior high schools do not support football, but students are more interested in football. And regarding the competition system, there are differences in the campus football competition system between primary and secondary schools and colleges.
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Hong, Bosun, Eoin Daniel O'Sullivan, Christin Henein, and Christopher Mark Jones. "Motivators and barriers to engagement with evidence-based practice among medical and dental trainees from the UK and Republic of Ireland: a national survey." BMJ Open 9, no. 10 (October 2019): e031809. http://dx.doi.org/10.1136/bmjopen-2019-031809.

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ObjectivesTo explore the extent to which doctors and dentists in training within the UK and Republic of Ireland (RoI) engage in and with evidence-based practice (EBP), and to identify motivators and barriers to them doing so.DesignAn observational, prepiloted web-based survey developed by a trainee-led focus group.SettingThe survey instrument was disseminated to doctors and dentists in training within the UK and RoI during June 2017 via social media and through deaneries, Royal Colleges and specialty-specific mailing lists.ParticipantsData from 243 trainees were analysed; 188 doctors from 31 specialties and 55 dentists from 9 specialties. Responses were received from trainees at all stages of postgraduate training though the overall response rate was low.Primary and secondary outcome measuresThe motivators and barriers to, and the extent of, trainee engagement with EBP.ResultsCronbach’s α was 0.83. Most trainees (87.6% (n=148) of doctors and 75.1% (n=39) of dentists) consulted the evidence base at least monthly, while 23.1% [n=39 doctors, 12 dentists] of both specialties did so daily. The two most commonly cited barriers to engagement with EBP for both doctors and dentists, respectively, were insufficient time (57.6% (n=95) and 45.1% (n=23)) and a tendency to follow departmental practice (40.6% (n=67) and 45.1% (n=23)). Key motivators for EBP included curiosity, following the example set by senior colleagues and a desire to avoid harm. Most trainees reported high levels of confidence interpreting evidence yet for 26.8% (n=45) of doctors and 36.5% (n=19) of dentists, medical hierarchy would impede them querying a colleague’s management plan based on their own reading of the evidence.ConclusionsTime, accepted departmental practice and the behaviour of senior clinicians all highly impact on trainee engagement with EBP. Given the low response rate, the extent to which these data represent the overall population is unclear.
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ALAM, Ashraf. "PEDAGOGY OF CALCULUS IN INDIA: AN EMPIRICAL INVESTIGATION." Periódico Tchê Química 17, no. 34 (March 20, 2020): 164–80. http://dx.doi.org/10.52571/ptq.v17.n34.2020.181_p34_pgs_164_180.pdf.

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When students learn a calculus construct, both a concept image as well as a concept definition is imprinted in their mind, and because of it, concrete and real-life examples become a prerequisite for a contextually rich learning environment for the abstractions inherently present in calculus. In the light of aforementioned propositions, the current study focusses on delving into several issues, few of the prominent ones include the epistemological nature of calculus curriculum in India’s senior-secondary schools, role of Indian calculus teachers in students’ cognition, possibility of enumeration of characteristics of a successful calculus teacher with regards to India’s socio-cultural milieu, challenges regarding complete immersion of calculus in manipulation of symbols that eventually give rise to cognitive obstacles, interrelationship between teachers’ calculus content knowledge and their pedagogical practices, effect of secondary school calculus on performance of Indian students’ college calculus, and the nature of effect on Indian learners having calculus in school on their procedural and conceptual performance. For this extensive study, data were collected from PGTs and Assistant/Associate Professors having more than 8 years of calculus teaching experience drawn from 76 different schools, colleges and universities belonging to 23 different states and union territories of India. A total of 323 teachers took part in this study. Multiple methods of data collection were used including naturalistic observation, structured interviews, classroom observations, focussed group interviews, and informal discussions, and these were done both before and after the classroom teaching. The researcher transcribed the interviews, identified emerging and repeated themes, and used NVivo and Concordance software to conduct content and classroom discourse analysis, with simple counting methods and applied grounded theory approach using which empirical data were thematically categorized and in the process of it, employed the induction approach. The researcher analyzed the transcripts using N5 (NUD*IST 5.0; QSR International, Melbourne) with the grounded theory approach. This research study is purely qualitative in nature and its framework lies within the interpretative paradigm. The current study was carried out between June 2016 and March 2019. Findings indicate that there are lots of cognitive obstacles in understanding the concepts inbuilt in calculus: two of the prominent ones that came out from the study include the one related to intuitions and the other related to linguistic/representational aspects.
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Mubita, Akatama. "A History of Physical Education in Zambia." Physical Culture and Sport. Studies and Research 76, no. 1 (December 1, 2017): 47–54. http://dx.doi.org/10.1515/pcssr-2017-0029.

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AbstractThe history of physical education (PE) in Zambia follows the pattern of the history of education in Zambia. Thus, the history of PE in Zambia can be divided into the indigenous period, the colonial period and the post-independence period. “PE” was essential and utilitarian in the indigenous period because it was simply part of the lives of the people at that time. People walked, swam, ran, and were involved in many other forms of physical activity. PE was indispensable. Later, the missionaries provided education to the Africans for the purpose of transmitting the Good News. However, in doing so they rid the Africans of their culture. Africans also wanted to assert themselves in the newly created society and therefore embraced European culture. Eventually, the demand for education grew and many subjects were added including PE. However, while many subjects have enjoyed immense popularity in the country’s curriculum, PE has suffered marginalization. Although the subject was taught in schools supported by the mining companies and in private schools with facilities and infrastructure as well as teacher training institutions, it was not examined. Later, the subject was examined at teacher training colleges and the University of Zambia. From 2005, however, major developments have taken place in the area of PE. President Mwanawasa declared that PE should be taught in all schools. The subject was introduced to the primary school examination as part of Creative and Technology Studies (CTS) and most recently as Expressive Arts (EA). It is now also being examined at junior and senior secondary levels. Teacher education institutions have been steadfast in training students in PE. Despite this, the teaching of the subject still leaves much to be desired. It appears that the past as well as the present are vehemently holding the subject down.
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Dissertations / Theses on the topic "Senior secondary colleges"

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Mai, Jenifer. "College Application Behaviors| Factors Impacting the College Choices of High School Seniors." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285097.

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College application behaviors among students who are similarly prepared vary by socioeconomic status. Recent research suggests that undermatching is a growing trend, especially among low-income students. Undermatching has detrimental consequences for students who possess the potential to succeed at a selective college, but fail to apply, leading to reduced student success and poor economic outcomes. While literature about factors that affect a student’s decision to attend college is abundant, a focus on the selection of college is still limited. A literature review examined how college choice changed over time, and how future trends in students’ college application behaviors might develop.

This quantitative study used a cross-sectional survey design. Demographic variables were collected along with the results from the Aspects of Identity Questionnaire (AIQ-IV). A paper-and-pencil survey was used to collect data about participants’ race, gender, academic achievement, socioeconomic status, identity orientation, and college choices. In this study, college choice was measured by college selectivity scores, which are annually assigned by the U.S. News & World Report. Surveys were administered to 341 twelfth grade students in a California public high school.

Results revealed that both race and academic achievement are significant predictors (R2 = .422) of college selectivity. Inferential analysis reported that Asian participants (M = 2.75) had a higher mean college selectivity score than Filipino ( M = 1.91) and Latino/a (M = 1.99) participants. These findings suggest that Filipino students require support systems that may be different from those available to Asian students.

The findings also suggest that academic achievement is associated with participants’ college choices. Participants who reported high academic achievement levels had higher college selectivity scores, regardless of socioeconomic status, concluding that undermatching was not found for low-income participants at this research site. This is noteworthy because it is different from what literature reports is a negative outcome among low-income students. This suggests there may be external factors that can have a positive impact on college choices in order to overcome the typical effects of social class on college attainment. Future research can investigate policies and practices at high college-matching schools to explain how to improve college application behaviors.

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McSherry, Karen Franklin. "High School Seniors' Knowledge about College and the Acquisition of College-Readiness Skills." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2743.

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Lack of college readiness, which affects persistence in college, is a problem for many students at a high school in New Jersey. Only 1 in 5 students in this school persist from first to second year in New Jersey public colleges and universities, and as many as 50% do not graduate in 4 years. This problem is important to study because low persistence may engender personal failure, familial debt, social stigma, and wasted public funds. Guided by Bandura's social learning theory, this qualitative case study addressed the lack of college readiness by exploring what high school students know about going to college. Eight high school seniors who were interested in attending a 4-year college were purposefully selected to be interviewed about their knowledge of college-readiness skills and where they obtained information about the college experience. The data were analyzed with open coding to determine common themes. Participants reported that (a) personal responsibility was a key to being college-ready; (b) they experienced stress associated with the unknown; and (c) they wanted better knowledge about time-management skills, organization, and where to obtain pertinent information. A project was designed that gives high school seniors access to this information as well as virtual practice to make the transition to college less stressful. A greater level of college readiness may contribute to social change because more students may graduate. Successful college graduates may have a better opportunity to attain suitable employment and to contribute to the community.
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Cerrone, Kathryn L. "Investigating the Transition Experiences of Early College High School Seniors to College STEMM Majors: A Case Study." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333335847.

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Brzinski, Christopher M. "A study of barriers to enrollment in post secondary technology education programs within multimedia students at Lynde and Harry Bradley School of Trade and Technology." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009brzinskic.pdf.

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Dahlstrom, Caroline Maria. "College and Career Readiness and Community Cultural Wealth: A Mixed-Methods Examination of Male Graduating Seniors' Perceptions." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563523824413391.

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Li, Ruipeng. "The implementation of Chinese quality education in the context of the National College/University entrance examination : a case study of two senior secondary schools in Taiyuani city." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14751.

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Includes bibliographical references (leaves 102-108).
As the unique selective mechanism for senior secondary school students who are 'qualified' to access higher education institutions, the National College/University Entrance Examination (NCEE) in China has contributed significantly to a one-sided pursuit of examination scores and promotion rates by schools and to an overloaded 'school burden' for students. Thus, the Quality Education reforms were formally launched in 1993. These focus on developing well-rounded individuals, lightening the school students' academic workload, changing the one-sided pursuit of the NCEE promotion rate and reforming the NCEE testing subject areas, testing contents, and assessment methods. The latest Quality Education reform was a new curriculum introduced by the Ministry of Education (MoE) in July 2001. This study focuses on the implementation of the new curriculum in practice and the tension between the goal of the Quality Education and the NCEE pressure. It provides an analysis of the impact of the new curriculum on the managerial decisions of the senior secondary school principals, the pedagogic strategies use of the teachers and the learning strategies of the Grade 11 students. The site for this study is Taiyuan City, the capital city of Shanxi province. There were two participating schools, a high performing school (HPS) and a low performing school (LPS). This was done to examine the hypothesis that the degree of implementation of the new curriculum would be different in these schools due to differing performance pressures. In order to find out how principals and teachers maintain and improve pass rates under the pressures of the NCEE while at the same time attempting to implement the requirements of the new curriculum, and the workload of the Grade 11 students, the iv study conducted structured interviews with 2 principals and 8 teachers, administered questionnaires to 120 students and had 16 classroom observations in the schools. The findings of this study indicated that, firstly, although the requirement of the new measures of the new curriculum had been implemented, the managerial decisions of the principals still focused on the NCEE preparation. Secondly, the pedagogic strategies that were employed by teachers for the compulsory courses focused only on examination preparation, and even if they attempted to employ the learner-centred teaching in the selective courses, the large class sizes and the tradition of the Examination-oriented Education hindered the implementation. Thirdly, instead of lightening the school students' academic workload, the organisation of the new curriculum aggravated it. Thus, consequences of the pursuit of the NCEE promotion rate still remain, and there is a limited processing of the full implementation of the aims of Quality Education.
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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Successthrough Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 575 - 578, 2012. https://slub.qucosa.de/id/qucosa%3A1823.

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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.
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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Success through Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81097.

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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.
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Dufour, Julie. "Attitudes des finissants à un programme de formation à l'enseignement secondaire face à l'intégration scolaire des élèves handicapés ou en difficulté d'adaptation ou d'apprentissage /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2006. http://theses.uqac.ca.

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Ku, Yee-lai, and 顧伊麗. "Critical thinking of Chinese students: conceptualization, assessment and instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40203475.

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Books on the topic "Senior secondary colleges"

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Vazha, Nadareishvili, ed. A survey of Qatari secondary school seniors: Methods and results. Santa Monica, CA: RAND, 2008.

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Gretchen, Van der Veer, ed. The senior year experience: Facilitating integration, reflection, closure, and transition. San Francisco: Jossey-Bass Publishers, 1998.

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Gardner, John N., & Associates, and Gretchen Van der Veer. The Senior Year Experience: Facilitating Integration, Reflection, Closure, and Transition (Jossey Bass Higher and Adult Education Series). Jossey-Bass, 1997.

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Nicoli, Miriam, and Franca Cleis. Un’illusione di femminile semplicità. Gli "Annali" delle Orsoline di Bellinzona (1730-1848). Viella editrice, 2021. http://dx.doi.org/10.52056/9788833137803.

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Il presente volume unisce storia religiosa e prospettiva di genere offrendo percorsi di vita femminile consacrata tra adeguamento alla norma, intraprendenza in seno alla comunità, conflitti e concezioni diverse della spiritualità. Vicende complesse vissute tra XVIII e XIX secolo sullo sfondo di due rivoluzioni: la prima in seno al convento, che vide opporsi due fazioni capitanate rispettivamente dalla madre fondatrice e dalla figlia del fondatore; la seconda, epocale, che portò alla fine dell’Antico Regime nei territori della vecchia Confederazione elvetica e che diventò per le orsoline una controrivoluzione agguerrita per la riconquista della loro vita di comunità. I preziosi documenti manoscritti di mano femminile qui editi – in particolare il libro degli "Annali" – fanno luce sulla società dell’epoca: redatti in una minuziosa e preziosa cronistoria permettono di entrare all’interno di un Collegio orsolino e di coglierne le diverse sfaccettature, illustrandone la varietà e la densità delle relazioni e i giochi di potere. Non da ultimo, consentono di riflettere sulla literacy e sulla agency di donne cattoliche provenienti da regioni alpine.
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Book chapters on the topic "Senior secondary colleges"

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Aylett, Ashley, Kit Kacirek, and Kenda Grover. "Succession Planning in Rural Community Colleges." In Handbook of Research on the Changing Role of College and University Leadership, 285–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6560-5.ch018.

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Competent leadership is essential for institutions of any size to respond to the challenges facing post-secondary institutions. However, rural community colleges are especially vulnerable to the forces of change due to aging infrastructure, accelerated retirements, and geographic isolation that often limits competent and diverse applicant pools for future leaders. As senior administrators retire at rapid rates, geographic location and scarce resources can hamper leadership continuity. Few studies have explored how the leadership pipeline is established and maintained in rural community colleges and how institutional and community values shape that process. The study highlights the extent to which the co-dependent relationship between community stakeholders and the rural community college shapes its institutional culture and leadership development.
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"Methods." In Engaging Adolescent Students in Contemporary Classrooms, 68–87. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5155-3.ch003.

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The current study examined how motivation developed in four Australian senior secondary colleges, using Martin's model of motivation and engagement. It explored changes in the nature of academic motivation through a longitudinal design with three measurement points by examining the factor structure of the SMES-HS, the concurrent associations among its constructs at each point in time, stability and mean differences between the constructs across time and gender. In this chapter, the methods used in the current study will be explained.
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Donovan, Tricia, and Janet Paterson-Weir. "eCampusAlberta." In Global Challenges and Perspectives in Blended and Distance Learning, 124–36. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch010.

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eCampusAlberta is one of the fastest growing online consortia in North America. It currently provides over sixty credentials fully online to learners in hundreds of communities across Alberta, Canada. Developed in 2002, eCampusAlberta is a consortium of fifteen publicly funded colleges, polytechnics, and universities in western Canada. This strategic partnership was developed by senior executives across the institutions in an effort to increase access to online learning opportunities province-wide. The consortium leveraged existing networks of senior executive officers and informed leaders across the member institutions to build a framework to support the implementation of the consortium. Since its inception, eCampusAlberta has inspired collaboration across member institutes and has had a significant transformative effect on the post-secondary landscape in Alberta. To date, over 47,000 learners have participated in courses offered via the consortium.
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Jain, Sweta, and Anurag Singh. "Temperature-Aware Routing Using Secondary Sink in Wireless Body Area Sensor Network." In Sensor Technology, 1350–71. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2454-1.ch065.

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Wireless Body Area Sensor Network (WBASN) is a developing application of Wireless Sensor Network (WSN) which is very useful in diagnosis of human health remotely. Tiny and smart sensors are placed inside or outside of human body which collects useful data time to time from various parts of body and send it to the corresponding medical staff or doctor. In the future, WBASN will surely make a huge change in traditional health monitoring system and will be helpful for elderly people and patients who suffer from difficult physical mobility. WBASN have many challenges while its design and one of main challenge is controlling temperature rise of sensor node during routing when placed inside human body because temperature rise beyond certain limit will be harmful for human body. The study of controlling temperature rise of sensor nodes during data routing comes under the category of Temperature Aware Routing Protocols. In this article the authors have raised a problem called “Energy Hole Problem” under Temperature Aware Routing Protocols which affects the performance of a network.
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Metcalfe, David, and Harveer Dev. "Tips for the SJT." In Oxford Assess and Progress: Situational Judgement Test. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805809.003.0017.

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1. Put yourself in the position of a new FY1 doctor when answering each question. But remember that they are asking what you should do, not what you would do. 2. You should be a paragon of virtue when answering all questions. Remember always that you are unfailingly honest, respectful, open, and fair to colleagues, patients, and relatives alike. It is difficult to imagine scenarios with answers that would require you to be otherwise. 3. If a question involves patient safety (e.g. critically unwell patient, drug error, etc.), your priority must always be making the patient safe. 4. The well- being of your patient is your first priority. Other considerations (e.g. relatives, targets, fear of being told off, going home on time) are always secondary. 5. ‘Seeking senior advice’ and ‘gathering information’ are difficult to criticize and tend to be safe options. Similarly, it is rarely incorrect to document events or complete a formal incident form. 6. Remember your limitations. As an FY1 doctor, you should not usually break bad news, consent patients for operations, administer cytotoxic or anaesthetic drugs, or manage critically ill patients without support. ‘Call a senior’ is the correct answer in these cases. 7. Understand basic concepts of medical law, e.g. when confidentiality can be breached, determining incapacity, consent in children, the doctrine of double effect, and detention under the Mental Health Act. You do not need to know specifics (e.g. sections of Acts), but a practical understanding will guide some answers. 8. As an FY1 doctor, your Clinical Supervisor is usually a consultant for whom you work during a particular rotation. They are an appropriate source of support for clinical development and problems within the team. Your Educational Supervisor is akin to a Personal Tutor, i.e. responsible for your overall welfare and development throughout the year. They can advise on pastoral issues, professional development, and difficulties with your Clinical Supervisor. 9. Try to complete all questions within the given time frame as random guesses may be identified by the scoring software and awarded zero.
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Conference papers on the topic "Senior secondary colleges"

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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