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Artículos de revistas sobre el tema "Post-compulsory education"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 10 de marzo de 2023

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1

Halliday, John. "Post-modernism and Post-compulsory Education". Paideusis 14, n.º 1 (30 de octubre de 2020): 31–47. http://dx.doi.org/10.7202/1072823ar.

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This paper examines and elaborates upon the work of two writers, Usher and Edwards who have explored the significance of post-modernism for those involved in the post-compulsory sector of education. They argue that postmodernism signals an increasing interest in this sector of education and a major challenge to the idea of compulsory schooling. In this paper it is argued that postmodernism challenges the very distinction between compulsory and postcompulsory education. It problematises and disturbs a number of entrenched assumptions about education, teaching and learning in interesting ways. The paper concludes with an outline of what formal education might become as a result of such problematisation and disturbance.
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2

Brugård, Kaja Høiseth y Torberg Falch. "Post-compulsory education and imprisonment". Labour Economics 23 (agosto de 2013): 97–106. http://dx.doi.org/10.1016/j.labeco.2013.05.001.

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3

Phoenix, Dave A. "Post compulsory education — form and function". Journal of Biological Education 33, n.º 3 (junio de 1999): 123–24. http://dx.doi.org/10.1080/00219266.1999.9655649.

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4

Cooper, Samuel. "Post-Compulsory Education for Disabled People;". Economics of Education Review 19, n.º 4 (octubre de 2000): 470–71. http://dx.doi.org/10.1016/s0272-7757(99)00064-3.

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5

Sheridan, Mark. "Post-compulsory Education in Scottish Schools". British Journal of Music Education 9, n.º 3 (noviembre de 1992): 217–31. http://dx.doi.org/10.1017/s0265051700009104.

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With the introduction of the new Revised Higher Grade Examination in Music, the proposed Certificate of Sixth Year Studies in Music and the plethora of modules and short courses available from the Scottish Vocational and Educational Council and the Scottish Examination Board, teachers now have the opportunity to tailor courses to suit individual student needs. Those involved in planning have been meticulous in ensuring that performing, inventing and listening are present at all stages of certification. This ‘comprehensive musician’ approach ensures that students have breadth of experience in playing more than one instrument and that they are all involved in inventing – improvising, composing or arranging. In addition, having adopted a concept-based approach to the acquisition of knowledge and understanding, the whole process is very clearly associated with the philosophy of the ‘spiral’ curriculum.
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6

Anderberg, Dan. "Post-compulsory education: Participation and politics". European Journal of Political Economy 29 (marzo de 2013): 134–50. http://dx.doi.org/10.1016/j.ejpoleco.2012.10.006.

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7

Elliott, Geoffrey. "Critical practice leadership in post-compulsory education". Educational Management Administration & Leadership 43, n.º 2 (7 de noviembre de 2013): 308–22. http://dx.doi.org/10.1177/1741143213494891.

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8

Eicher, Jean-Claude y Thierry Chevaillier. "Rethinking the Financing of Post-Compulsory Education". Higher Education in Europe 27, n.º 1-2 (abril de 2002): 69–88. http://dx.doi.org/10.1080/0379772022000003233.

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9

Eicher, Jean‐Claude y Thierry Chevaillier. "RETHINKING THE FINANCING OF POST‐COMPULSORY EDUCATION". Higher Education in Europe 17, n.º 1 (enero de 1992): 6–32. http://dx.doi.org/10.1080/0379772920170103.

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10

Eicher, Jean-Claude y Thierry Chevaillier. "Rethinking the financing of post-compulsory education". Prospects 21, n.º 2 (junio de 1991): 258–75. http://dx.doi.org/10.1007/bf02336066.

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11

Eicher, Jean-Claude y Thierry Chevaillier. "Rethinking the finance of post-compulsory education". International Journal of Educational Research 19, n.º 5 (enero de 1993): 445–519. http://dx.doi.org/10.1016/0883-0355(93)90019-g.

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12

Robertson, Chris. "Participation in Post-Compulsory Education in Scotland". Journal of the Royal Statistical Society. Series A (Statistics in Society) 156, n.º 3 (1993): 423. http://dx.doi.org/10.2307/2983067.

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13

Jameson, Jill. "Metaphors of Leadership in Post-compulsory Education". International Journal of Knowledge, Culture, and Change Management: Annual Review 6, n.º 8 (2007): 179–88. http://dx.doi.org/10.18848/1447-9524/cgp/v06i08/49247.

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14

Avis, James. "(Im)possible dream: post‐Fordism, stakeholding and post‐compulsory education". Journal of Education Policy 13, n.º 2 (marzo de 1998): 251–63. http://dx.doi.org/10.1080/0268093980130206.

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15

Thomas, Liz. "Widening Participation in Post‐Compulsory Education20022Widening Participation in Post‐Compulsory Education. Continuum, 2001. , ISBN: 0826448739 £22.50". Education + Training 44, n.º 4/5 (junio de 2002): 241–42. http://dx.doi.org/10.1108/et.2002.44.4_5.241.2.

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16

Stanley, Gordon. "Education for work: The current dilemma of post-compulsory education". Australian Educational Researcher 34, n.º 3 (diciembre de 2007): 91–99. http://dx.doi.org/10.1007/bf03216867.

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17

Moodie, Gavin y Leesa Wheelahan. "Integration and fragmentation of post compulsory teacher education". Journal of Vocational Education & Training 64, n.º 3 (septiembre de 2012): 317–31. http://dx.doi.org/10.1080/13636820.2012.691535.

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18

Hall, Dai. "Computer mediated communication in post‐compulsory teacher education". Open Learning: The Journal of Open, Distance and e-Learning 12, n.º 3 (noviembre de 1997): 54–57. http://dx.doi.org/10.1080/0268051970120308.

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19

Casquel, Elena y Ezequiel Uriel. "The determinants of post-compulsory education in Spain". Applied Economics Letters 16, n.º 4 (5 de febrero de 2009): 399–404. http://dx.doi.org/10.1080/13504850601018510.

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20

Hupkau, Claudia, Sandra McNally, Jenifer Ruiz-Valenzuela y Guglielmo Ventura. "Post-Compulsory Education in England: Choices and Implications". National Institute Economic Review 240 (mayo de 2017): R42—R57. http://dx.doi.org/10.1177/002795011724000113.

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Most students do not follow the ‘academic track’ (i.e. A-levels) after leaving school and only about a third of students go to university before the age of 20. Yet progression routes for the majority that do not take this path but opt for vocational post-compulsory education are not as well-known, which partly has to do with the complexity of the vocational education system and the difficulty of deciphering available data. If we are to tackle long-standing problems of low social mobility and a long tail of underachievers, it is essential that post-16 vocational options come under proper scrutiny. This paper is a step in that direction.We use linked administrative data to track decisions made by all students in England who left compulsory education after having undertaken the national examination – the General Certificate of Secondary Education (GCSE) – at age 16 in the year 2009/10. We track them up to the age of 21, as they progress through the education system and (for some) into the labour market. We categorise the many different types of post-16 qualifications into several broad categories and we look at the probability of achieving various educational and early labour market outcomes, conditional on the path chosen at age 17. We also take into account the influence of demographics, prior attainment and the secondary school attended. Our findings illustrate the strong inequality apparently generated by routes chosen at age 17, even whilst controlling for prior attainment and schooling up to that point
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21

Smith, Erica. "Australian post-compulsory school students' learning in workplaces". Research in Post-Compulsory Education 9, n.º 1 (1 de marzo de 2004): 105–22. http://dx.doi.org/10.1080/13596740400200169.

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22

Attfield, Kate. "Triple X superwomen: their post-compulsory education and employability". Journal of Education and Work 34, n.º 1 (2 de enero de 2021): 81–94. http://dx.doi.org/10.1080/13639080.2021.1875126.

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23

Dwyer, Peter. "Pathways in Post-Compulsory Education—From Metaphor to Practice". Australian Journal of Education 39, n.º 2 (agosto de 1995): 146–62. http://dx.doi.org/10.1177/000494419503900204.

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Recent official reports have advocated that schools reformulate their curricula in terms of the future pathways of their graduates, and redefine their assessment criteria in terms of the competencies demanded by the restructuring of the Australian economy. ‘Pathways’ is interpreted by some as a ‘human capital’ metaphor for measuring educational outcomes in terms of economic purpose. The metaphor also seems to assume that genuine pathways already exist or can be readily constructed. This article reports on extensive consultation with five schools in three states to test the implementation of pathways goals within school programs. These schools initiated changes for 1993 to provide structures that link in-school and post-school pathways for their students. They apply a pathways focus to curriculum and school organisation, which provides a model for future school practice.
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24

Dwyer, Peter J. "Foucault, Docile Bodies and Post-Compulsory Education in Australia". British Journal of Sociology of Education 16, n.º 4 (diciembre de 1995): 467–77. http://dx.doi.org/10.1080/0142569950160403.

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25

Wright, Jonathan. "Making Learning Happen: a guide for post-compulsory education". Educational Research and Evaluation 18, n.º 4 (mayo de 2012): 396–97. http://dx.doi.org/10.1080/13803611.2011.643358.

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26

Avis, James. "Post‐compulsory Education: curricular forms, modernisation and social difference". International Studies in Sociology of Education 5, n.º 1 (enero de 1995): 57–75. http://dx.doi.org/10.1080/0962021950050104.

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27

Taber, Keith S. "Making learning happen: a guide for post-compulsory education". Teacher Development 18, n.º 1 (2 de enero de 2014): 137–39. http://dx.doi.org/10.1080/13664530.2013.879006.

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28

Rees, Terri. "Making learning happen: a guide for post‐compulsory education". Studies in Higher Education 36, n.º 2 (marzo de 2011): 245–47. http://dx.doi.org/10.1080/03075079.2011.564043.

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29

Zepke, Nick, Linda Leach y Philippa Butler. "Engagement in post‐compulsory education: students' motivation and action". Research in Post-Compulsory Education 15, n.º 1 (marzo de 2010): 1–17. http://dx.doi.org/10.1080/13596740903565269.

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30

Avis, James. "Globalisation, the learner and post-compulsory education: policy fictions". Research in Post-Compulsory Education 2, n.º 3 (octubre de 1997): 241–48. http://dx.doi.org/10.1080/13596749700200016.

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31

Burchell, Helen y Marian Woolhouse. "Learner Autonomy in Competence‐based Post‐compulsory Teacher Education". British Journal of In-Service Education 21, n.º 2 (enero de 1995): 137–48. http://dx.doi.org/10.1080/0305763950210203.

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32

Williams, Julian. "Looking back, looking forward: valuing post-compulsory mathematics education". Research in Mathematics Education 13, n.º 2 (julio de 2011): 213–21. http://dx.doi.org/10.1080/14794802.2011.585831.

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33

Harkin, Joe y Pauline Davis. "The Communication Styles of Teachers in Post‐compulsory Education". Journal of Further and Higher Education 20, n.º 1 (marzo de 1996): 25–34. http://dx.doi.org/10.1080/0309877960200103.

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34

Tight, Malcolm. "The emerging structure of post‐compulsory education in England". Tertiary Education and Management 4, n.º 3 (enero de 1998): 223–30. http://dx.doi.org/10.1080/13583883.1998.9966965.

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35

Hafford-Letchfield, Trish, Alfonso Pezzella, Laura Cole y Rebecca Manning. "Transgender students in post-compulsory education: A systematic review". International Journal of Educational Research 86 (2017): 1–12. http://dx.doi.org/10.1016/j.ijer.2017.08.004.

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36

Oliver, Caroline y Vanessa Hughes. "Bordering education: migrants’ entitlements to post-compulsory education in the United Kingdom". International Studies in Sociology of Education 27, n.º 2-3 (5 de junio de 2018): 128–44. http://dx.doi.org/10.1080/09620214.2018.1426997.

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37

Crump, Stephen. "Changing identities and performance of post-compulsory educational providers". Australian Educational Researcher 34, n.º 3 (diciembre de 2007): 1–14. http://dx.doi.org/10.1007/bf03216862.

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38

Weller, Saranne. "Making learning happen: a guide for post‐compulsory education (2ndEdition)". Innovations in Education and Teaching International 48, n.º 1 (febrero de 2011): 111–12. http://dx.doi.org/10.1080/14703297.2010.543776.

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39

Simmons, Robin y Ron Thompson. "Teacher educators in post‐compulsory education: gender, discourse and power". Journal of Vocational Education & Training 59, n.º 4 (diciembre de 2007): 517–33. http://dx.doi.org/10.1080/13636820701650984.

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40

Yasukawa, Keiko. "Teaching in post-compulsory education: skills, standards and lifelong learning". Studies in Continuing Education 31, n.º 3 (noviembre de 2009): 324–25. http://dx.doi.org/10.1080/01580370903282401.

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41

Dwyer, Peter J. "Post‐compulsory education in Australia and the domination of truth". Journal of Education Policy 10, n.º 1 (enero de 1995): 95–105. http://dx.doi.org/10.1080/0268093950100106.

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42

Williams, Vivian. "Introduction: post‐compulsory education‐‐personal reflections on Edmund King's contribution". Comparative Education 30, n.º 1 (enero de 1994): 5–11. http://dx.doi.org/10.1080/0305006940300102.

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43

Mulcahy, Dianne. "Making managers within post-compulsory education: policy, performativity and practice". Research in Post-Compulsory Education 9, n.º 2 (julio de 2004): 183–202. http://dx.doi.org/10.1080/13596740400200174.

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44

Whitehead, Stephen. "Men/Managers and the Shifting Discourses of Post‐Compulsory Education". Research in Post-Compulsory Education 1, n.º 2 (enero de 1996): 151–68. http://dx.doi.org/10.1080/1359674960010203.

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45

Avis, James. "Leftist ethnography, educative research and post-compulsory education and training". Research in Post-Compulsory Education 2, n.º 1 (marzo de 1997): 5–16. http://dx.doi.org/10.1080/13596749700200001.

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46

Raffe, David, Cathy Howieson, Ken Spours y Michael Young. "The Unification of Post-Compulsory Education: Towards a Conceptual Framework". British Journal of Educational Studies 46, n.º 2 (junio de 1998): 169–87. http://dx.doi.org/10.1111/1467-8527.00077.

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47

Keen, Susan. "A sense of Greater strength: Women and post-compulsory education". Vocational Aspect of Education 42, n.º 111 (abril de 1990): 13–16. http://dx.doi.org/10.1080/13636829008619464.

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48

Holloway, David G. "Total Quality Management, the Learning Organisation and Post‐compulsory Education". Vocational Aspect of Education 46, n.º 2 (enero de 1994): 117–30. http://dx.doi.org/10.1080/0305787940460202.

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49

Avis, James. "From reproduction to learning cultures: post‐compulsory education in England". British Journal of Sociology of Education 27, n.º 3 (julio de 2006): 341–54. http://dx.doi.org/10.1080/01425690600750544.

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50

Kennedy, Peter. "Post-compulsory Education and the Antithetical Nature of ‘Free Time’". Critique 35, n.º 1 (abril de 2007): 23–36. http://dx.doi.org/10.1080/03017600701238380.

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