Bibliografías temáticas / Secondary level

Literatura académica sobre el tema "Secondary level"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de enero de 2023

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Artículos de revistas sobre el tema "Secondary level"

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McIlroy, David, Sue Palmer-Conn, Bridget Lawler, Karen Poole y Ömer Faruk Ursavas. "Secondary Level Achievement". Journal of Individual Differences 38, n.º 2 (abril de 2017): 102–12. http://dx.doi.org/10.1027/1614-0001/a000227.

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Abstract. The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.
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Dr. Biswajit Sen, Dr Biswajit Sen, Dr Nityagopal Mondal y Dr Birbal Saha. "A Comparative Study of Poor Achievement in Physics At The Higher Secondary Level with Respect to Secondary Level in Birbhum District". International Journal of Scientific Research 2, n.º 4 (1 de junio de 2012): 66–67. http://dx.doi.org/10.15373/22778179/apr2013/26.

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Hart, Michael. "Diversity at Secondary Level". British Journal of Special Education 19, n.º 1 (31 de mayo de 2007): 32–34. http://dx.doi.org/10.1111/j.1467-8578.1992.tb00400.x.

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parveen, Danista. "Relationship Between Intelligence and Academic Achievement of Secondary Level Students". Global Journal For Research Analysis 3, n.º 3 (15 de junio de 2012): 35–36. http://dx.doi.org/10.15373/22778160/mar2014/13.

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Kamps, Debra M. y Charles R. Greenwood. "Formulating Secondary-Level Reading Interventions". Journal of Learning Disabilities 38, n.º 6 (noviembre de 2005): 500–509. http://dx.doi.org/10.1177/00222194050380060501.

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Horn, Sheridan. "Performance Art at Secondary Level". International Journal of Art & Design Education 28, n.º 2 (junio de 2009): 160–73. http://dx.doi.org/10.1111/j.1476-8070.2009.01603.x.

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Stenger, Laura y Ken Keaton. "Secondary-Level School Guitar Programs". American String Teacher 45, n.º 1 (febrero de 1995): 65–68. http://dx.doi.org/10.1177/000313139504500112.

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Gurr, David y Lawrie Drysdale. "Middle‐level secondary school leaders". Journal of Educational Administration 51, n.º 1 (25 de enero de 2013): 55–71. http://dx.doi.org/10.1108/09578231311291431.

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D. Muniyappan, D. Muniyappan y Dr P. Sivakumar Dr. P. Sivakumar. "Efficacy Of Self- Regulated Learning Approach In Science At Secondary Level". Indian Journal of Applied Research 1, n.º 2 (1 de octubre de 2011): 34–35. http://dx.doi.org/10.15373/2249555x/nov2011/11.

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Jiménez, María Margoth Bonilla, María Rodríguez Gámez, Nancy López García, Ana Karen Gualacata Cevallos y Angélica María Sánchez Bonilla. "Training of Investigative Competencies at the Secondary Level: A Systematic Review". International Journal of Early Childhood Special Education 14, n.º 1 (17 de marzo de 2022): 657–62. http://dx.doi.org/10.9756/int-jecse/v14i1.221078.

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The work addresses a systematic review of the formation of investigative competences at the secondary level and its role for the constant improvement of teachers and students. The objective of the research is to describe the types of investigative competences for the development of skills in the research teacher. For this, the prism method was used, which allows an approach to the theoretical criteria through the aid of graphic diagrams that provide a selection and synthesis of the topic, to forecast the priorities of future research, in addition to providing a guide on how to report the use of automation tools in various steps of the review process, such as search, study selection, data collection, evaluation and study synthesis for conducting systematic reviews. As a technique, was used Desk Research to obtain bibliographic information efficiently and systematically review documents where research competencies are exposed. The importance of mastery of investigative techniques by teachers and students is concluded for the educational process in secondary education, so that the work can constitute a starting point to deepen future research on the subject studied.
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Tesis sobre el tema "Secondary level"

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Pfister, Christina Cara. "Problems of beginning teachers at the secondary level". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Chow, Yuen-chu Marie y 周婉珠. "A behavioural approach to classroom management at secondary level". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956373.

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COELHO, SUZANA LANNA BURNIER. "WORLD VIEWS AND PROJECTS OF SECONDARY LEVEL SKILLED WORKERS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4331@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A pesquisa descreve e analisa os processos de construção e reconstrução das visões de mundo e dos projetos de trabalhadores técnicos de nível médio em seu diálogo com a dinâmica cultural da sociedade na modernidade tardia. Foram entrevistados 20 técnicos de nível médio (16 homens e 4 mulheres), alguns recorrentemente, ao longo de três anos. Foram entrevistados ainda alguns pais e mães e visitadas algumas residências, locais de trabalho e espaços de lazer desses técnicos. Com foco nas concepções dos sujeitos, procurou-se identificar, descrever e interpretar o diálogo desses sujeitos, oriundos de diferentes contextos sócio- culturais, com os padrões culturais e disciplinares modernos encontrados, em diferentes graus e formas, nas famílias, vizinhança, escolas, empresas e nos espaços de sociabilidade e lazer. A pesquisa constatou que, ainda que inseridos no modelo mais geral de homem burguês, os técnicos, tanto os oriundos dos setores populares quanto de setores médios, apresentam universos simbólicos particulares, compostos, de forma híbrida, de práticas e representações selecionados de diferentes grupos sócio- culturais, em função dos eixos articuladores de seus projetos. Inúmeros fatores são descortinados como elementos que orientam tal seleção, desde as configurações familiares e as condições de vida até as características pessoais, passando ainda pelas instituições e práticas vivenciadas. As conclusões do estudo apontam para a clássica tensão entre sujeito, subjetividade e identidade, de um lado e racionalidade, universalidade e vida social de outro, equacionada de diversas maneiras nos vários grupos culturais. No caso dos técnicos investigados foi identificada uma tendência ao favorecimento do pólo da racionalidade, em detrimento do pólo da subjetividade, nas instituições acessadas ao longo de suas trajetórias de vida, como a escola profissional, os sindicatos, as universidades e as empresas. Mas tal tendência não é única e dialoga tensa e intensamente com os valores oriundos da cultura popular através de instituições como a família e a religião, e de espaços como a vizinhança e as redes de sociabilidade. Nesse quadro complexo, os técnicos constroem suas visões de mundo e projetos, plenos de limites mas também de possibilidades.
This research describes and analyses the construction and reconstruction process of secondary level skilled workers world views in their dialogue on the cultural dynamics of the late modern society. The data was collected through interviews with twenty secondary level skilled workers ( sixteen men and four women) some of them for three years following their life histories. Some of the workers´ fathers and mothers were also interviewed in their homes. Interviews also took place at work and in their places of leisure. Focusing on the subjects´ perceptions, the research tried to identify, describe and interpret the dialogue between these workers, which come from different socio-cultural contexts, and the modern cultural and disciplinary patterns encountered in their families, neighborhoods, schools, companies and places of leisure. The research findings show that, belonging to the bourgeois human model, the workers also are influenced by popular groups and also by the middle class. This reveals particular symbolic universes, hybrids, composed with practices and representations chosen from different social groups, institutions and media, and referred in the central elements of their projects. The research also points to various factors which direct these choices, from the familiar configurations to personal peculiarities and the experienced institutions and practices. The conclusions point to the classic tension between the individual, subjectivity and identity, on the one hand and, on the other, rationality, universality and social life - a tension that is differently managed by the various cultural groups. In the case of these workers, a tendency of the institutions accessed by them along their life histories was identified as encouraging the rationality aspects in prejudicing their subjectivity in areas such as educational establishments, trade unions, universities and work place. But this is not the only tendency and the rationality dialogues tensely and intensely with the popular culture values stemming from institutions such as the family and religion and from areas such as the local neighborhood and social networks. In this complex framework the skilled workers compose their world views and projects, full of limits as well as possibilities.
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Hansel, Kayla M. "Teacher Perceptions About Literacy Instruction at the Secondary Level". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306154953.

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Knowlton, Corey Lamoin. "Web page design class curriculum for the secondary level". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2108.

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Huhta, A. P. (Ari-Pekka). "Restorative mowing on semi-natural grasslands: community-level changes and species-level responses". Doctoral thesis, University of Oulu, 2001. http://urn.fi/urn:isbn:9514259947.

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Abstract This thesis operates at two levels of ecological research, describing the effects of withdrawal and re-introduction of management on grasslands. The aim of the community-level survey was to explore the effects of abandonment, mowing and grazing on semi-natural meadows in northern Finland. At the species level, the aim was to evaluate the responses of three monocarpic meadow species to various degrees of simulated grazing under natural growth conditions. The community-level studies suggest that strongly competitive grass species with rapid vegetative growth, especially those forming tussocks, are able to retain or increase their cover in abandoned meadows. However, most species are able to persist in a meadow for a long time after abandonment, even when a group of immigrants arrive. This leads to a temporary increase in species diversity, and it may therefore be used as an indicator of ongoing succession. Nevertheless, abandonment is harmful for the rare archaeophytic species in the long run. Late mowing does not have extensive short-term impacts on grass-dominated semi-natural meadows. Therefore, it is neither an efficient nor a substitutional way of management when the goal is to restore a formerly grazed pasture. Mowing executed early in the season may, however, be a more appropriate way of inducing changes in species composition and enhancing species richness. According to the results of the species-level studies, Erysimum strictum and Rhinanthus minor tolerate well minor apical damage, while more severe damage has a detrimental impact on the performance of both species. The observed differences in regrowth responses between the two species are presumably due to their different habitat requirements in relation to competition. The species-level experiment with two late-flowering populations of field gentian Gentianella campestris ssp. campestris revealed that the southern, Swedish population that has been regularly grazed and mown overcompensated for the intermediate (50%) damage level, whereas the northern, Finnish field gentians growing in unmanaged habitats showed at best partial or full compensation. Regular grazing and mowing have presumably favoured grazing-tolerant plant species, i.e. species with a good regrowth capacity. Herbivory reshapes grassland plant communities in two ways: directly by affecting the survival and reproductive success of individual plants and indirectly by changing the competitive environment. Tall and competitive perennial species suffer relatively more from damage than true grassland species, i.e. small herbs and grasses, which are better able to tolerate regular tissue losses and respond to damage within the ongoing growing season. As a result, certain species benefit from grazing and mowing in the sense that they may gain more through competitive relaxation than they lose in defoliation.
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Stower, Catherine J. "Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27160.

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The purpose of this study was to investigate post-secondary students' perceptions of the role and functions of their high school counselor. One hundred seventy-three students currently attending a community college in a suburban area of a large metropolitan city participated in this study. The participants were asked to complete a survey developed by the researcher. Five research questions (listed below) guided this study. 1) Do post-secondary students perceive that high school counselors are performing the functions outlined by the American School Counselor Association (see Appendix B and C), and are there gender and ethnic differences? 2) How are perceptions of services rated as "very" important by post-secondary students, and are there gender and ethnic differences? 3) How are perceptions of services rated as "often" performed by post-secondary students, and are there gender and ethnic differences? 4) What are post-secondary student's perceptions of the importance with which specific counseling functions are performed as compared to perceptions of frequency? 5) What is the level of unmet need for counseling services perceived as "very" important by post-secondary students? The results indicated that only two percent of high school counselors performed all functions identified on the questionnaire, however the majority of participants indicated counselors performed nearly one-third of the functions. The functions were noted as academic, career, or personal/social domain. The most important function and the most often performed function rated by participants was discussing graduation requirements and the least important as well as the least performed function was identified as assistance with relationship issues. In general, there was not a significant difference between gender and ethnicity. The percentage of participants who indicated a function was "very" important, however was "seldom" or "never" performed was above 50% for most functions.
Ph. D.
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Hong, Chan Tsui-wah. "A critical study of the economics curriculum at certificate level in Hong Kong". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862722X.

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Taylor, Nathan. "Teaching leadership development at the secondary level a national study /". Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4559.

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Thesis (M.S.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains viii, 149 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 132-134).
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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level". Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Libros sobre el tema "Secondary level"

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Nagpure, Vasant. Teacher-education at secondary level. Bombay: Himalaya Pub. House, 1992.

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German: A-level and AS-level. Harlow: Longman, 1994.

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Ager, Mike. Art education at secondary school level. Manchester: Manchester Polytechnic, Centre for Art and Design, 1985.

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American Alliance for Health, Physical Education, Recreation, and Dance., ed. Physical Best activity guide: Secondary level. Champaign, IL: Human Kinetics, 1999.

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Celso, Rodríguez, ed. Higher-level thinking questions: Secondary mathematics. San Clemente, CA: Kagan, 2005.

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Susag, Dorothea M. Model teaching unit: Language arts : secondary level. Helena, Mont: Office of Public Instruction, 2009.

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Susag, Dorothea M. Model teaching unit: Language arts : secondary level. Helena, Mont: Office of Public Instruction, 2009.

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Igbokidi, J. N. Population education at senior secondary school level. Dakar-Ponty, Dakar, Senegal: Union for African Population Studies, 1992.

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Susag, Dorothea M. Model teaching unit: Language arts : secondary level. Helena, Mont: Office of Public Instruction, 2009.

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Susag, Dorothea M. Model teaching unit: Language arts : secondary level. Helena, Mont: Office of Public Instruction, 2009.

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Capítulos de libros sobre el tema "Secondary level"

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Rönnqvist, Lilian. "Secondary-level EFL". En Children's Literature as Communication, 315–31. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/sin.2.20ron.

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Hammack, Floyd M. y Dana M. Grayson. "Teaching at the Secondary Level". En International Handbook of Research on Teachers and Teaching, 831–41. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_53.

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Murphy, Colette. "Vygotsky and Secondary-Level Science". En Vygotsky and Science Education, 107–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05244-6_7.

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Radosavljevic, Vladan. "Secondary Level of Biothreat and Bioterrorism Prevention". En Defence Against Bioterrorism, 109–14. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-1263-5_8.

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Melhuish, Kathleen y Joshua Fagan. "Connecting the Group Theory Concept Assessment to Core Concepts at the Secondary Level". En Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers, 19–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99214-3_2.

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Sefrin, P. "Current Level of Prehospital Care in Severe Head Injury — Potential for Improvement". En Mechanisms of Secondary Brain Damage, 141–44. Vienna: Springer Vienna, 1993. http://dx.doi.org/10.1007/978-3-7091-9266-5_20.

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Kayanuma, Y. y A. Kotani. "Secondary X-Ray Radiation by Core-Level Excitation". En Springer Series in Solid-State Sciences, 72–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-642-83437-0_7.

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Peng, Aihui y Hikma Smida. "Mathematical Knowledge for Teaching at the Secondary Level". En The Proceedings of the 12th International Congress on Mathematical Education, 507–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_49.

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Mann, Eric L. y Scott A. Chamberlin. "M is for Mathematics at the Secondary Level". En STEM Education for High-Ability Learners, 103–22. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238218-8.

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Robinson, Ann y Penny Kolloff. "Preparing Teachers to Work With High-Ability Youth at the Secondary Level". En The Handbook of Secondary Gifted Education, 569–603. 2a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-27.

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Actas de conferencias sobre el tema "Secondary level"

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Antonitsch, Peter K., Cornelia Gigacher, Liselotte Hanisch y Barbara Sabitzer. "A media-reduced approach towards informatics at primary level". En the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532763.

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Standl, Bernhard. "Conceptual patterns for student-centered computer science education at secondary school level". En the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532776.

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Giannakos, Michail N., Peter Hubwieser y Alexander Ruf. "Is self-efficacy in programming decreasing with the level of programming skills?" En the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481455.

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Goertz, A., S. Weiss y B. Sharma. "Falsely Elevated Methemoglobin Level Secondary to Severe Hypertriglyceridemia". En American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a5156.

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Lingemann, M., E. Ortjohann, W. Sinsukthavorn, S. Jaloudi y D. Morton. "Multi-level secondary control for clustered power grids". En 10th IET International Conference on Developments in Power System Protection (DPSP 2010). Managing the Change. IET, 2010. http://dx.doi.org/10.1049/cp.2010.0291.

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Sancho, Maria-Ribera, Antonio Canabate y Ferran Sabate. "Contextualizing learning analytics for secondary schools at micro level". En 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL). IEEE, 2015. http://dx.doi.org/10.1109/icbl.2015.7387638.

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Cao Jun-min, Pei Hong-xing, Wang Chang-song y Zhang Yu-bao. "Simulation of Level-I on continuous casting secondary cooling". En 2009 IEEE International Conference on Intelligent Computing and Intelligent Systems (ICIS 2009). IEEE, 2009. http://dx.doi.org/10.1109/icicisys.2009.5358065.

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Kozak, Carter y Megan Squire. "A Secondary Data Archive for Code-Level Debian Metrics". En 2011 Second International Workshop on Replication in Empirical Software Engineering Research (RESER). IEEE, 2011. http://dx.doi.org/10.1109/reser.2011.9.

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Lingemann, M., E. Ortjohann, W. Sinsukthavorn, S. Jaloudi y D. Morton. "Clustered Multi-Level Hierarchy for Secondary Power System Control". En Power and Energy Systems. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.701-016.

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Marquardt, K., R. Hahn, T. Luger y H. Reichl. "Thin Film Encapsulation for Secondary Batteries on Wafer Level". En 2006 First Electronic Systemintegration Technology Conference. IEEE, 2006. http://dx.doi.org/10.1109/estc.2006.280196.

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Informes sobre el tema "Secondary level"

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Peekema, Joanne. Sculpture for the Secondary Level. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1762.

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D.M. LaRue. Secondary Low-Level Waste Treatment Strategy Analysis. Office of Scientific and Technical Information (OSTI), mayo de 1999. http://dx.doi.org/10.2172/840676.

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D. LaRue. SECONDARY LOW-LEVEL WASTE GENERATION RATE ANALYSIS. Office of Scientific and Technical Information (OSTI), mayo de 1999. http://dx.doi.org/10.2172/862266.

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LaRue, D. M. Secondary Low-Level Waste Treatment Strategy Analysis. Office of Scientific and Technical Information (OSTI), febrero de 1999. http://dx.doi.org/10.2172/762887.

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Fitzpatrick, Rachael. Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes. Institute of Development Studies, agosto de 2022. http://dx.doi.org/10.19088/k4d.2022.122.

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This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
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Heckman, James y Colleen Loughlin. Athletes Greatly Benefit from Participation in Sports at the College and Secondary Level. Cambridge, MA: National Bureau of Economic Research, julio de 2021. http://dx.doi.org/10.3386/w29072.

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Roesler, Stefan. Distributions of Secondary Muons at Sea Level from Cosmic Gamma Rays Below 10 TeV. Office of Scientific and Technical Information (OSTI), julio de 2001. http://dx.doi.org/10.2172/787214.

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Robinson, Natasha Robinson, Nick Taylor Taylor y Roger Deacon Deacon. Secondary Level Teacher Education in Sub-Saharan Africa Teacher Preparation and Support Overview Report. Toronto, Ontario Canada: Mastercard Foundation, marzo de 2019. http://dx.doi.org/10.15868/socialsector.36805.

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Goldstein, Allen, Lindsay Yee y Nathan Kreisberg. Investigating Secondary Aerosol Processes in the Amazon through Molecular-level Characterization of Semi-Volatile Organics. Office of Scientific and Technical Information (OSTI), octubre de 2020. http://dx.doi.org/10.2172/1673764.

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Goldin, Claudia. Appendix to: "How America Graduated from High School, 1910 to 1960", Construction of State-Level Secondary School Data. Cambridge, MA: National Bureau of Economic Research, junio de 1994. http://dx.doi.org/10.3386/h0057.

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