Tesis sobre el tema "Post-compulsory education"
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Matheson, David J. "Post-compulsory education in Suisse romande". Thesis, University of Glasgow, 1992. http://theses.gla.ac.uk/3591/.
Texto completoLenton, Pamela. "An economic evaluation of post-compulsory education". Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418860.
Texto completoGraham, Suzanne. "Foreign language learning processes in post-compulsory education". Thesis, University of Bath, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261182.
Texto completoPennington, Barrie Tinsley. "Post-compulsory education : an alternative discourse? 1750-2001". Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250401.
Texto completoBiggart, Andrew John. "Social change, post-compulsory education and the youth labour market". Thesis, University of Ulster, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428401.
Texto completoWootton, Sally Anne. "An inductive inquiry into managing tutorial provision in post-compulsory education". Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/20569/.
Texto completoChurch, Dearbhaile Brona. "New directions : a novel approach to educating for capability in post-compulsory humanities education". Thesis, University of Newcastle Upon Tyne, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576648.
Texto completoNapper, Nick Louis. "An investigation into the impact of visual aids in post-compulsory education". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16561.
Texto completoEdwards, Angela. "Barriers to learning groups in the post-compulsory in-service teacher education classroom". Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518524.
Texto completoDyke, Martin. "Reflective learning and reflexive modernity as theory practice and research in post-compulsory education". Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/2732/.
Texto completoJoughin, Gordon Rowland y n/a. "Oral Assessment From the Learner's Perspective: The Experience of Oral Assessment in Post-Compulsory Education". Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031125.091403.
Texto completoJoughin, Gordon Rowland. "Oral Assessment From the Learner's Perspective: The Experience of Oral Assessment in Post-Compulsory Education". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366532.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Full Text
Bauer, Christine y Christine Strauß. "Educating artists in management: an analysis of art education programmes in DACH region". Taylor & Francis Group, 2015. http://dx.doi.org/10.1080/2331186X.2015.1045217.
Texto completoStewart, Donald J. "Rural students-urban schools: Rural students' experiences of computing in their urban post-compulsory education". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36676/1/36676_Digitised%20Thesis.pdf.
Texto completoHooker, Barbara Ann. "The life stories of teachers in post compulsory education : a narrative exploration of teacher identity". Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/611696.
Texto completoHill, Marianne C. M. "A study into the participation and engagement of young people with physics in post-compulsory education". Thesis, University of Sunderland, 2012. http://sure.sunderland.ac.uk/3288/.
Texto completoOgunleye, James. "An investigation of curriculum arrangements conducive to fostering creativity in post-compulsory education and training institutions". Thesis, University of Greenwich, 2002. http://gala.gre.ac.uk/8751/.
Texto completoCraig, Mark Gerard y res cand@acu edu au. "An Examination of Student Meaning-Making in the Post-Compulsory Subject of Study of Religion". Australian Catholic University.School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp111.25102006.
Texto completoDarlington, Eleanor. "Changes in mathematical culture for post-compulsory mathematics students : the roles of questions and approaches to learning". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:3567a593-4dfd-4185-968c-9df72345d512.
Texto completoHaskins, Jan. "Experiences drawn upon by students in post-compulsory education as they explore environmental subject matter through photography". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487732.
Texto completoWhite, Patrick. "Choices and trajectories : decision-making in compulsory and the transition to post-sixteen education, training and work". Thesis, Cardiff University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427837.
Texto completoCoble-Neal, Fiona. "Post-compulsory curriculum reform and teachers' work : a critical policy ethnography in a Western Australian state secondary school /". Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20091117.130012.
Texto completoJoned, Amran. "The application of e-learning materials to teaching and learning in post-compulsory education in the west midlands". Thesis, Birmingham City University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505980.
Texto completoSouto-Otero, Manuel. "Public policy and human capital : differentials in access to post-compulsory education and training in advanced industrialized countries". Thesis, University of Oxford, 2007. http://opus.bath.ac.uk/15861/.
Texto completoHusband, Gary. "The impact of teacher training on continuing professional development needs for teaching and learning in post compulsory education". Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/the-impact-of-teacher-training-on-continuing-professional-development-needs-for-teaching-and-learning-in-post-compulsory-education(e785f36f-4e8a-4773-a8cc-ea2784c751cd).html.
Texto completoEllison-Bourne, Catherine Norah Antonia. "Levelling the playing field and learning outside the box : a study of supported learning in post-compulsory education". Thesis, University of Reading, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.739379.
Texto completoFarringdon, Fiona. "Developing a post compulsory evidence-based alcohol education curriculum that is relevant to students and acceptable to teachers". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1394.
Texto completoHolloway, David George. "Practitioner research and professional development : their contribution to an understanding of curriculum and organisational change in the post-compulsory education sector". Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369427.
Texto completoMatthews, Lynnette. "To teach or not to teach? : being a newly qualified teacher in the post-compulsory sector during 2000-2004". Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13691/.
Texto completoDewan, Indra Angeli. "An investigation into concepts of personhood and equity, with specific reference to mixed race women in post-compulsory education". Thesis, University of Greenwich, 2004. http://gala.gre.ac.uk/6147/.
Texto completoLarson, Adam Howard. "Becoming technicians in the 'hydrocarbon state' : transitions into post-compulsory vocational education and training in the State of Qatar". Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/becoming-technicians-in-the-hydrocarbon-state-transitions-into-postcompulsory-vocational-education-and-training-in-the-state-of-qatar(dcd55298-d3c6-4b8a-9610-878544da1638).html.
Texto completoCorner, Trevor E. "Changes in structure and access to post-compulsory education in European Community countries : with special reference to Scotland and Denmark". Thesis, University of Glasgow, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265599.
Texto completoBurton, Steven. "In-service initial teacher training in post-compulsory education : a phenomenographical investigation into the influence of initial training on professional practice". Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/30194/.
Texto completoWebster, Susan. "Professional pathways for teacher educators in further education practice : a framework to support professional learning". Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/13073.
Texto completoBlair, Erik Alexander. "How do those completing initial teacher training in the post-compulsory education and training sector consider 'theory' in relation to their practice?" Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1477/.
Texto completoDungan, John. "Post-compulsory education and training reform in Australia: An analysis of how the policy agenda has been constructed and shaped in recent years". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36586/1/36586_Digitised%20Thesis.pdf.
Texto completoWilson, Pauline Margaret. "Changing track : young people's perspectives and experiences within initial post-compulsory education and training with particular reference to their familial contexts". Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428267.
Texto completoBurgard, Claudia [Verfasser], Thomas K. [Gutachter] Bauer y Christoph M. [Gutachter] Schmidt. "Post-compulsory education in Germany : empirical analyses of higher education policies and further training / Claudia Burgard ; Gutachter: Thomas K. Bauer, Christoph M. Schmidt ; Fakultät für Wirtschaftswissenschaft". Bochum : Ruhr-Universität Bochum, 2013. http://d-nb.info/1204256772/34.
Texto completoLowe, Geoffrey Masterton. "A study into year 8 student motivation to continue class music in Perth, Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1820.
Texto completoFisher, Graham D. "The potential and limitations of post-compulsory education in the Overseas Territories of the United Kingdom : with particular reference to the Cayman Islands and Montserrat". Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411090.
Texto completoIRACI, CAPUCCINELLO ROSSELLA. "Analisi delle determinanti dell'abbandono scolastico: Il caso del settore della Further Education in Inghilterra". Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1111.
Texto completoThis work analyses the determinants of dropout behavior in the Further Education sector in England. More specifically, the first chapter describe the theoretical framework for the analysis of student withdrawal and provides a review of the literature on the main determinants of dropout behavior. The second chapter focuses on the effect of college and programme area size on the probability of dropping out both partially and completely. It introduces the concept of partial dropout showing that students that dropped out of some modules but not all the ones they were enrolled on react to changes in college and programme area size similarly to the ones that dropped out completely. The third chapter analyses the causal effect of enrolling in a recently merged Further Education college on the probability of dropping out. We employ the propensity score matching approach and check the quality of our matching and the sensitivity of the estimates to the failure of the unconfoundedness assumption. Our findings show that enrolling in a merged college reduces the probability of dropping out.
IRACI, CAPUCCINELLO ROSSELLA. "Analisi delle determinanti dell'abbandono scolastico: Il caso del settore della Further Education in Inghilterra". Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1111.
Texto completoThis work analyses the determinants of dropout behavior in the Further Education sector in England. More specifically, the first chapter describe the theoretical framework for the analysis of student withdrawal and provides a review of the literature on the main determinants of dropout behavior. The second chapter focuses on the effect of college and programme area size on the probability of dropping out both partially and completely. It introduces the concept of partial dropout showing that students that dropped out of some modules but not all the ones they were enrolled on react to changes in college and programme area size similarly to the ones that dropped out completely. The third chapter analyses the causal effect of enrolling in a recently merged Further Education college on the probability of dropping out. We employ the propensity score matching approach and check the quality of our matching and the sensitivity of the estimates to the failure of the unconfoundedness assumption. Our findings show that enrolling in a merged college reduces the probability of dropping out.
Franklin, Charlotte. ""It's a different set of rules isn't it?" Experiences of the post~16 transition from compulsory education for individuals with high functioning autism, including Asperger's Syndrome, and their parents". Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601456.
Texto completoYoung, Lisa. "Suburbia : a postmodern artistic investigation and an examination of how postmodern approaches can be effectively adopted in the context of the new Western Australian post-compulsory visual arts course of study". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/629.
Texto completoLedman, Kristina. "Historia för yrkesprogrammen : Innehåll och betydelse i policy och praktik". Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99842.
Texto completoDel, Monte Pablo. "[Of degrees and villas : writing and reading 'testimonios' of high school graduates from a shanty town in Buenos Aires in their attempts to access and succeed in post-compulsory education studies.] This is not a thesis". Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021842/.
Texto completoValls, Casas Ona. "Attitudes, choices and inequalities in the transition from compulsory to post-compulsory school". Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/671711.
Texto completoDesde distintas disciplinas, corrientes y tradiciones se ha puesto el foco en el estudio de las actitudes y el engagement del alumnado hacia la escuela, siendo de particular interés desde la sociología de la educación para comprender los procesos escolares, las desigualdades educativas y las trayectorias del alumnado. La presente tesis doctoral realizada en forma de compendio de publicaciones aplica un enfoque interseccional con datos longitudinales para analizar las actitudes y el engagement del alumnado al final de la educación secundaria obligatoria. El objetivo principal es analizar la relación entre el engagement escolar del alumnado al final de la Educación Secundaria Obligatoria (10º grado) y las trayectorias educativas postobligatorias que siguen. Para ello se realiza una revisión de la literatura previa y a partir de los datos del International Study of City Youth (ISCY) se presenta una clasificación de las actitudes frente a la escuela y una propuesta más amplia del engagement del alumnado donde se incorpora un elemento de comparación internacional. A partir de aquí se profundiza en los factores individuales, antecedentes sociales y familiares, el contexto institucional y las prácticas educativas para comprender mejor el fenómeno. Finalmente, se analizan la influencia y los cambios del engagement y el rendimiento académico en la transición de la educación obligatoria a la post-obligatoria. Proporcionando una visión dinámica que no se centra exclusivamente en el abandono escolar. La disertación incorpora distintos tipos de análisis que permiten profundizar en los diferentes aspectos del engagement del alumnado. Por un lado, se aplica un análisis SEM de modelización de variables latentes para validar el instrumento de engagement. Por otro lado, se realiza un análisis multinivel con el que se profundiza en el efecto del centro escolar sobre el engagement. También se aplica un análisis cross-lagged para analizar el engagement conductual desde una perspectiva longitudinal. Finalmente se analizan entrevistas semiestructuradas realizadas a jóvenes que participaron en el estudio panel del proyecto ISCY. A partir de estas entrevistas se profundiza en algunos de los resultados cuantitativos aplicando métodos mixtos. Respecto a los resultados, los análisis muestran que la resistencia o las actitudes anti-escuela no son exclusivas de la clase trabajadora, y que los estudiantes y las mujeres de origen inmigrante tienen un engagement escolar y desarrollan en mayor medida actitudes de adhesión escolar. A pesar de esto, las variables sociodemográficas y el rendimiento escolar son más importantes que las actitudes y el engagement escolar a la hora de explicar los itinerarios educativos. De este modo, las desigualdades sociales desempeñan el papel más importante a la hora de explicar la transición a estudios postobligatorios. A pesar de esto, el contexto escolar aparece como un elemento importante y que debe ser considerado a la hora de entender y trabajar el engagement del alumnado. Elementos como la participación en actividades no curriculares y el tipo de escuela tienen peso a la hora de explicar el engagement del alumnado. El alumnado en escuelas que no segregan por grupos de nivel y que tienen una alta participación en actividades no curriculares tienen un mayor engagement conductual, menor absentismo y menos comportamientos disruptivos en la escuela. Finalmente, los resultados muestran que el engagement y el rendimiento académico tienen efectos diferenciados dependiendo del tipo de estudios postobligatorios -académicos o profesionales-. En conclusión, la tesis doctoral contribuye con un mayor conocimiento específico para profundizar en el debate sobre la importancia del engagement del alumnado en la escuela y cómo éste afecta al rendimiento académico y a las trayectorias educativas. Los resultados de esta investigación permiten reflexionar y mejorar los mecanismos de prevención del abandono escolar y de acompañamiento a los jóvenes.
From different disciplines, currents and traditions, the focus has been on the study of the attitudes and engagement of the students towards school. It has been a subject of particular interest from the sociology of education to understand school processes, educational inequalities and students' trajectories. This doctoral thesis presented as compendium of publications applies an intersectional approach with longitudinal data to analyse the attitudes and engagement of students at the end of compulsory secondary education. The main objective is to analyse the relationship between student engagement at the end of Compulsory Secondary Education (10th grade) and educational pathways followed by students. For this purpose, a review of the previous literature is carried out and, based on the data from the International Study of City Youth (ISCY), a classification of attitudes towards school is presented. As well as a broader proposal of student engagement instrument which incorporates an element of international comparison is presented. From this point onwards, individual factors, social and family background, institutional context and educational practices are examined in greater depth in order to better understand the phenomenon. Finally, the influence and changes of engagement and academic performance in the transition from compulsory to post-compulsory education are analysed; providing a dynamic vision that does not focus exclusively on school drop-out. The dissertation incorporates different types of analysis that allow for an in-depth study of the different aspects of attitudes and students engagement. First, a SEM analysis of modelling of latent variables is applied to validate the measurement instrument of engagement. Second, a multilevel analysis is carried out to analyse the school effect on student's engagement. Third, a cross-lagged analysis is applied to analyse behavioural engagement and school performance from a longitudinal perspective. Last, semi-structured interviews people who participated in the ISCY panel are analysed using mixed methods in order to go deeper into some quantitative results. Regarding the results, the analyses show that resistance or anti-school attitudes are not exclusive to the working-class students, and that migrant students and women are more engaged and have a greater attitude of adhesion towards school. Despite this, socioeconomic and family background and school performance are more important than attitudes and school engagement in explaining educational pathways. Thus, social inequalities play the most important role in explaining the transition to post-compulsory education. Despite this, the school context appears to be an important element that must be considered when it comes to understanding students' engagement. Elements such as the participation in non-curricular activities and the type of school have a weight in explaining student engagement. Students in schools that do not divide students into ability groups and have high participation in non-curricular activities within the school have higher behavioural engagement, lower absenteeism and less disruptive behaviour in the school. Finally, the results show that engagement and academic performance have differentiated effects depending on the post-compulsory educational track - academic or professional. In conclusion, the doctoral thesis contributes with greater specific knowledge to deepen the debate on the importance of student engagement in school and how this affects academic performance and educational trajectories. The results of this research make it possible to reflect on and improve the mechanisms for preventing school dropouts and for accompanying young people.
Universitat Autònoma de Barcelona. Programa de Doctorat en Sociologia
Angelico, Teresa 1956. "Can research influence policy decisions? : a project evaluation of a study of the role of the Catholic Church in higher education". Monash University, Dept. of Anthropology and Sociology, 1999. http://arrow.monash.edu.au/hdl/1959.1/7955.
Texto completoSutherland, Andrew T. "Principles for designing an effective, post-compulsory music curriculum suitable for Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/542.
Texto completoSvärdh, Joakim. "Measuring long-term effects of a school improvement initiative". Licentiate thesis, KTH, Lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-133998.
Texto completoQC 20131120