Littérature scientifique sur le sujet « Higher Secondary »
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Articles de revues sur le sujet "Higher Secondary"
P.Pachaiyappan, P. Pachaiyappan, et Dr D. Ushalaya Raj Dr. D.Ushalaya Raj. « Mental Health of Secondary and Higher Secondary School Teachers - An Analysis ». International Journal of Scientific Research 3, no 2 (1 juin 2012) : 117–19. http://dx.doi.org/10.15373/22778179/feb2014/37.
Texte intégralDr. M. Soundararajan, Dr M. Soundararajan. « Science Interest of Higher Secondary School Students ». Indian Journal of Applied Research 3, no 7 (1 octobre 2011) : 172–73. http://dx.doi.org/10.15373/2249555x/july2013/51.
Texte intégralP. Sekar, P. Sekar, et Dr S. Mani Dr. S. Mani. « Science Attitude of Higher Secondary Biology Students ». Indian Journal of Applied Research 3, no 9 (1 octobre 2011) : 178–79. http://dx.doi.org/10.15373/2249555x/sept2013/56.
Texte intégralP. THAMILSELVI, P. THAMILSELVI, et Dr P. SEKAR Dr. P. SEKAR. « Classroom Climate At The Higher Secondary Stage ». Global Journal For Research Analysis 3, no 6 (15 juin 2012) : 56–58. http://dx.doi.org/10.15373/22778160/june2014/20.
Texte intégralP., Dr Senthamizh Pavai. « Decision Making Style of Higher Secondary School Teachers ». International Journal of Psychosocial Rehabilitation 24, no 5 (31 mars 2020) : 1959–63. http://dx.doi.org/10.37200/ijpr/v24i5/pr201872.
Texte intégralS, Sermathangam, et Deepa Dr.H. « A Study on Sociability of Higher Secondary Students ». International Journal of Psychosocial Rehabilitation 24, no 02 (12 février 2020) : 1473–77. http://dx.doi.org/10.37200/ijpr/v24i2/pr200448.
Texte intégralDr.S.Jaikumar, Dr S. Jaikumar. « Long-Term Memory of Higher Secondary School Students ». International Journal of Scientific Research 2, no 7 (1 juin 2012) : 129–30. http://dx.doi.org/10.15373/22778179/july2013/44.
Texte intégralSasikala, J. E. Merlin, et T. Ravi Chandran. « Awareness of Consumer Education among Higher Secondary School Students ». Indian Journal of Applied Research 3, no 8 (1 octobre 2011) : 161–62. http://dx.doi.org/10.15373/2249555x/aug2013/53.
Texte intégralP.Pachaiyappan, P. Pachaiyappan. « Study Habits of Higher Secondary Biology Students - An Analysis ». Indian Journal of Applied Research 4, no 6 (1 octobre 2011) : 166–68. http://dx.doi.org/10.15373/2249555x/june2014/52.
Texte intégralVenkataraman S et al.,, Venkataraman S. et al ,. « Mental Depression of Higher Secondary Students ». International Journal of Environment, Ecology, Family and Urban Studies 8-3 (2018) : 51–60. http://dx.doi.org/10.24247/ijeefusjun20185.
Texte intégralThèses sur le sujet "Higher Secondary"
Marczuk, Anna [Verfasser]. « Is higher education really higher and secondary education merely secondary ? The transition from higher and vocational education to work from an international perspective / Anna Marczuk ». Hannover : Gottfried Wilhelm Leibniz Universität, 2021. http://nbn-resolving.de/urn:nbn:de:101:1-2021093002174318477543.
Texte intégralGriffin, James Everett Jr. « Analyzing critical thinking instruction for post-secondary laboratory students ». Thesis, Boston University, 2002. https://hdl.handle.net/2144/32767.
Texte intégralPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Techniques for inserting critical thinking instruction into content while teaching specific subjects have been discussed in the educational literature pertaining to critical thinking and instruction. The purpose of this study was to determine if inserting a brief critical thinking lesson related to course content into a culinary arts laboratory course which provides a setting for career oriented active learning would lead to gains in critical thinking ability. The general structure of the methodology was adapted from work completed by Rose (1997). An experimental, pretest-posttest control group design was employed (Campbell & Stanley, 1963) to determine treatment effects on the variables identified. Participants were randomly selected and consisted of an experimental group of 14 students and a control group of 13 students. A culinary arts laboratory course was chosen for the stud y. The course operated nine consecutive six-hour days for a total of 54 hours of instruction. Experimental group participants received a 45-minute lesson on critical thinking during the second hour of the first class day, after the pretest was administered. Control group participants received normal instruction and did not receive the infused critical thinking lesson. At the end of the class during the 54th hour both groups completed the posttest. All participants' critical thinking skills were assessed using the California Critical Thinking Skills Test (Faciane, 1991), form A (pretest) and form B (post test). Multiple Analyses of Variance (repeated measures) were conducted on overall CCTST scores as well as scores on the subscale items of analysis, evaluation and inference to determine whether there were significant differences on the dependent variable (post-test CCTST B scores) according to the independent variable of method of instruction. An alpha level of p <.05 was employed to assist in preventing a Type I error. Analysis of overall scores and the scores on the subscale items of analysis, evaluation and inference yielded no significant findings. These results suggest that inserting a brief critical thinking lesson into course content is not an effective instructional strategy for teaching critical thinking. Further research on inserting critical thinking instruction into active learning environments using a longer intervention is suggested along with broader research in formulating more authentic measures of critical thinking ability to better determine if inserted instruction is effective or ineffective.
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Desai, Govind. « Vocational higher secondary education in Gujarat : a critical evaluation ». Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30856.
Texte intégralSteinmetz-Benton, Micheala A. « Differences in the Dual Credit Experience between High School and Institutions of Higher Education ». Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425857.
Texte intégralDual credit courses are college-level courses offered to high school students which are accepted for both high school and college credit (Hughes, 2016). Dual credit positively impacts students by reducing the time to complete a degree, enhancing the high school curriculum, increasing college accessibility, and lessening educational financial burdens (Hughes, 2016). The intention of this study was to survey adjunct instructors who have taught in both high school and college environments to determine their opinions of differences that exist between secondary and postsecondary dual credit experiences. College administrators were also interviewed to obtain insight into any variability of dual credit courses between offerings at high school and college locations. This study was intended to close gaps in the research regarding differences in resources, instruction, and environments between dual credit experiences on high school or college campuses, according to instructors and administrators. Data were gathered from instructors and administrators employed by a Midwestern community college to examine variations of components related to dual credit. Teachers noted differences in social environments, laboratories or lab-based classrooms, financial support, and student services. Administrators focused on accessibility and the need for growth regarding professional development. Study results can be used to further develop dual credit programs and increase quality for students who enroll.
Omale, Johnson John. « Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria ». ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1177.
Texte intégralEasey, Michael Andrew. « A study of higher level upper-secondary mathematics course choice ». Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/cc96100734b3c2f0e9c79f11e6e4f47dbae4d2f41a1935503a662b5dcce8f448/13023991/Easey_2019_A_study_of_higher_level_upper_secondary.pdf.
Texte intégralWilliams, George M. « Machiavellian Attitudes Acknowledged by Principals of Tennessee Secondary Schools ». Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2827.
Texte intégralSpencer, Rosa Chiffon. « A Study of High School Dual Enrollment Participation at Alabama's Public Colleges and Universities ». Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639302.
Texte intégralThis case study explored dual enrollment program implementation and student participation at a public high school in Alabama. The study gathered current data to describe the salient actions and cultural beliefs that influence dual enrollment program participation. The findings help to better understand the institutional practices that attract students to participate in dual enrollment programs.
This study describes the process by which a high school generates student participation in dual enrollment programs and identifies its established institutional practices that lead to higher student participation. The findings described the noticeable actions and cultural beliefs that facilitated student participation. The following research questions provided the data needed to answer the overarching questions of this study: 1) What were the strategies the high school used to attract students to participate in dual enrollment programs; 2) How did the high school assist students in successfully completing dual enrollment programs; and 3) What challenges does the high school face in the implementation of dual enrollment programs?
Nersisyan, Hayarpi A. « Armenian American Student Perceptions of Campus Climate| Examining the Conditions That Support or Inhibit Their College Experience ». Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263447.
Texte intégralThe racial classification of Armenian American college students as White leads to the lack of ethnic-specific data on their educational outcomes and experiences. This qualitative study explored the perceptions of Armenian American college students of their campus climate. The study used an interview approach to examine the conditions that supported or inhibited their college experience. Campus Climate was used as a conceptual lens to guide this study. The study revealed four themes: family influence, mainstream campus culture, Armenian campus culture, and hidden minority status. Impersonal campus conditions inhibited Armenian American students’ experience; conversely, personable campus conditions, supported their college experience. The findings demonstrated that these students constantly negotiate between their Armenian ethnic identity and American student identity while finding ways to connect to their campus environment. Policy and practice recommendations include increasing awareness, presence, and inclusion of this population on college campuses.
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.
Texte intégralCollege 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.
Livres sur le sujet "Higher Secondary"
Celso, Rodríguez, dir. Higher-level thinking questions : Secondary mathematics. San Clemente, CA : Kagan, 2005.
Trouver le texte intégralScottish Qualifications Authority. Higher : History. Edinburgh : Leckie & Leckie, 2006.
Trouver le texte intégralScottish Qualifications Authority. Higher : English. Edinburgh : Leckie & Leckie, 2006.
Trouver le texte intégralScottish Qualifications Authority. Higher : English. Edinburgh : Leckie & Leckie, 2007.
Trouver le texte intégralScottish Qualifications Authority. Higher : English. Edinburgh : Leckie & Leckie, 2007.
Trouver le texte intégralScottish Qualifications Authority. Higher : Physics. Edinburgh : Leckie & Leckie, 2006.
Trouver le texte intégralScottish Qualifications Authority. Higher : Geography. Edinburgh : Leckie & Leckie, 2006.
Trouver le texte intégralScottish Qualifications Authority. Higher : Biology. Edinburgh : Leckie & Leckie, 2006.
Trouver le texte intégralMinnesota State Colleges and Universities. Office of Internal Auditing. Post-secondary enrollment options program. St. Paul, MN : MnSCU Office of Internal Auditing, 2001.
Trouver le texte intégralChopra, Kamlesh. Uttar Pradesh higher & secondary education services manual. Allahabad : Manav Law House, 2002.
Trouver le texte intégralChapitres de livres sur le sujet "Higher Secondary"
Timmons, Vianne. « Inclusive post-secondary education ». Dans Making Inclusive Higher Education a Reality, 40–42. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003253631-5.
Texte intégralMoxom, Nanludet, et Richard Noonan. « Post-Secondary and Higher Education ». Dans Education in the Asia-Pacific Region : Issues, Concerns and Prospects, 191–216. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_8.
Texte intégralCutler, Horace G., Ray F. Severson, Patsy D. Cole, D. Michael Jackson et Albert W. Johnson. « Secondary Metabolites from Higher Plants ». Dans Natural Resistance of Plants to Pests, 178–96. Washington, DC : American Chemical Society, 1986. http://dx.doi.org/10.1021/bk-1986-0296.ch015.
Texte intégralChen, He-Ping, et Ji-Kai Liu. « Secondary Metabolites from Higher Fungi ». Dans Progress in the Chemistry of Organic Natural Products 106, 1–201. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59542-9_1.
Texte intégralDellinger, Mary Ann. « Transitioning From Secondary to Higher Ed ». Dans Forging a Rewarding Career in the Humanities, 125–40. Rotterdam : SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-845-9_9.
Texte intégralMasakale, Marethabile Mapitso Ignatia, Michael Bell et R. John Halsey. « Preparing Teachers for Rural Secondary Schools in Lesotho ». Dans Publishing Higher Degree Research, 85–92. Rotterdam : SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_9.
Texte intégralGupta, Vishal, Charanya Raman et Balasundaram Krisanthan. « Secondary (9-10) and Higher Secondary (11-12) Education : Preparation for the World of Work : Secondary and Higher Secondary Education in India ». Dans India : Preparation for the World of Work, 41–63. Wiesbaden : Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-08502-5_4.
Texte intégralRexe, Deanna, Kathleen Clarke et Eric Lavigne. « Post-secondary Policy Innovation in Canada : Provincial Policy Adoptions, 1990–2015 ». Dans Higher Education Dynamics, 477–501. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25867-1_20.
Texte intégralRahmat, Somayeh, et Zhaleh Soheilikhah. « Arbuscular Mycorrhizal Fungi and Plant Secondary Metabolism ». Dans Arbuscular Mycorrhizal Fungi and Higher Plants, 99–121. Singapore : Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-8220-2_5.
Texte intégralCrosling, Glenda, Mien Wee Cheng et Ruma Lopes. « Access to Post-secondary Education in Malaysia : Realities and Aspirations ». Dans Access to Higher Education, 94–108. London : Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-41190-7_8.
Texte intégralActes de conférences sur le sujet "Higher Secondary"
Sanz Ponce, José Roberto, et Inmaculada Hernando Mora. « Pre-service Secondary teachers’ learning styles ». Dans HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.270.
Texte intégralViscione, Ilaria, Pietro Luigi Invernizzi et Gaetano Raiola. « Physical education in secondary higher school ». Dans Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.31.
Texte intégralKüttim, Merle, Jelena Hartšenko et Iivi Riivits-Arkonsuo. « Added value of post-secondary education in Estonia ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9437.
Texte intégralKayani, Mubashar, et Sajjad Hussain. « Posture of Secondary and Higher Secondary Level Pupils Towards Teaching-Learning Physics in Pakistan ». Dans Canada International Conference on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/cice.2023.0046.
Texte intégralRasel, Annajiat Alim, Matin Saad Abdullah et Amitabha Chakrabarty. « Learning Dictionary for Higher Secondary School Textbook in Bangladesh ». Dans 2018 Joint 7th International Conference on Informatics, Electronics & Vision (ICIEV) and 2018 2nd International Conference on Imaging, Vision & Pattern Recognition (icIVPR). IEEE, 2018. http://dx.doi.org/10.1109/iciev.2018.8641029.
Texte intégralRobu, A. « The importance of entrepreneurial training in secondary and higher education ». Dans INFORMATION TECHNOLOGIES AND MANAGEMENT IN HIGHER EDUCATION AND SCIENCES. PART 3. Baltija Publishing, 2022. http://dx.doi.org/10.30525/978-9934-26-277-7-199.
Texte intégralRodríguez-Arteche, Iñigo, et M. Mercedes Martínez-Aznar. « Video-based focus group for chemistry knowledge construction by secondary preservice teachers ». Dans HEAd'16 - International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2853.
Texte intégralYeh, James Hsi-Jen, Craig Bartholio, Elyse Shackleton, Levi Costello, Matthew Perera, Kyle Yeh et Chelsea Yeh. « Environmentally Embedded Internet-of-Things for Secondary and Higher Education ». Dans 2020 3rd International Conference on Information and Computer Technologies (ICICT). IEEE, 2020. http://dx.doi.org/10.1109/icict50521.2020.00092.
Texte intégralDa Silva, Helber Wagner, Marcelo Henrique Carneiro Camilo et Keila Cruz Moreira. « Improving higher education internationalization through CLIL at the secondary level ». Dans The 15th LACCEI International Multi-Conference for Engineering, Education, and Technology : “Global Partnership for Development and Engineering Education”. Latin American and Caribbean Consortium of Engineering Institutions, 2017. http://dx.doi.org/10.18687/laccei2017.1.1.342.
Texte intégralNagy, Marcell, et Roland Molontay. « Predicting Dropout in Higher Education Based on Secondary School Performance ». Dans 2018 IEEE 22nd International Conference on Intelligent Engineering Systems (INES). IEEE, 2018. http://dx.doi.org/10.1109/ines.2018.8523888.
Texte intégralRapports d'organisations sur le sujet "Higher Secondary"
Fitzpatrick, Rachael. Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes. Institute of Development Studies, août 2022. http://dx.doi.org/10.19088/k4d.2022.122.
Texte intégralHalligan, Eve A., et Jason L. Dornbush. High Altitude Ballooning : An Opportunity to take STEM Education Higher in the Secondary Classroom. Ames (Iowa) : Iowa State University. Library. Digital Press, janvier 2011. http://dx.doi.org/10.31274/ahac.8135.
Texte intégralStampini, Marco, et Sophie Gardiner. Returns to Education in Suriname. Inter-American Development Bank, juillet 2013. http://dx.doi.org/10.18235/0009119.
Texte intégralStampini, Marco, Sofia Martinez-Cordova, Sebastian Insfran et Donna Oretha Harris. Do Conditional Cash Transfers Lead to Better Secondary Schools ? : Evidence from Jamaica's PATH. Inter-American Development Bank, octobre 2016. http://dx.doi.org/10.18235/0010663.
Texte intégralWolff, Laurence, Martin Carnoy et Claudio de Moura Castro. Secondary Schools and the Transition to Work in Latin America and the Caribbean. Inter-American Development Bank, février 2000. http://dx.doi.org/10.18235/0008796.
Texte intégralCamacho, Adriana, Julián Messina et Juan Pablo Uribe. The Expansion of Higher Education in Colombia : Bad Students or Bad Programs ? Inter-American Development Bank, avril 2016. http://dx.doi.org/10.18235/0007010.
Texte intégralFitzpatrick, Rachael. Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania. Institute of Development Studies, février 2022. http://dx.doi.org/10.19088/k4d.2022.072.
Texte intégralGalili, Gad, Harry J. Klee et Asaph Aharoni. Elucidating the impact of enhanced conversion of primary to secondary metabolism on phenylpropanoids secondary metabolites associated with flavor, aroma and health in tomato fruits. United States Department of Agriculture, janvier 2012. http://dx.doi.org/10.32747/2012.7597920.bard.
Texte intégralVakaliuk, Tetiana A., Dmytro S. Antoniuk et Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education : a case of Ukraine. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3855.
Texte intégralReimer, David, Astrid Olsen, Bent Sortkær et Rie Thomsen. Reducing inequality in access to Higher Education in Denmark : Technical report for Nextstep 1.0 intervention and data collection. Aarhus University, janvier 2024. http://dx.doi.org/10.7146/aul.511.
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