Littérature scientifique sur le sujet « Post-Schooling »
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Articles de revues sur le sujet "Post-Schooling"
Harley, Anne. « Post-Schooling People's Education ». Education as Change 19, no 2 (4 mai 2015) : 58–81. http://dx.doi.org/10.1080/16823206.2015.1085612.
Texte intégralLister, Ian. « Education and Schooling in Post‐industrial Society ». British Journal of Sociology of Education 10, no 4 (décembre 1989) : 501–6. http://dx.doi.org/10.1080/0142569890100410.
Texte intégralFataar, Aslam. « Schooling subjectivities across the post-apartheid city ». Africa Education Review 6, no 1 (juin 2009) : 1–18. http://dx.doi.org/10.1080/18146620902857202.
Texte intégralMcKinney, Carolyn. « Orientations to English in post-apartheid schooling ». English Today 29, no 1 (27 février 2013) : 22–27. http://dx.doi.org/10.1017/s0266078412000491.
Texte intégralMaliranta, Mika, Satu Nurmi et Hanna Virtanen. « Resources in vocational education and post‐schooling outcomes ». International Journal of Manpower 31, no 5 (17 août 2010) : 520–44. http://dx.doi.org/10.1108/01437721011066344.
Texte intégralGaulke, Amanda P. « Post-Schooling off-The-Job training and its benefits ». Labour Economics 70 (juin 2021) : 102007. http://dx.doi.org/10.1016/j.labeco.2021.102007.
Texte intégralCarneiro, Pedro, et James J. Heckman. « The Evidence on Credit Constraints in Post‐Secondary Schooling ». Economic Journal 112, no 482 (1 octobre 2002) : 705–34. http://dx.doi.org/10.1111/1468-0297.00075.
Texte intégralMcHugh, C. L. « Schooling in the Post-Bellum Southern Cotton Mill Villages ». Journal of Social History 20, no 1 (1 septembre 1986) : 149–61. http://dx.doi.org/10.1353/jsh/20.1.149.
Texte intégralSung, Yoo Kyung, et Kristi DeMar. « Schooling and Post-Immigration Experiences in Latinx Children's Literature ». Bookbird : A Journal of International Children's Literature 58, no 1 (2020) : 15–28. http://dx.doi.org/10.1353/bkb.2020.0016.
Texte intégralDeYoung, Alan J., et Bakhytkul Nadirbekyzy. « 9. Redefining schooling and community in post‐Soviet Kazakstan ». Journal of Education Policy 12, no 1-2 (janvier 1997) : 71–78. http://dx.doi.org/10.1080/0268093970120111.
Texte intégralThèses sur le sujet "Post-Schooling"
Rouse, Kathryn Elizabeth Mroz Thomas A. « High school leadership, educational attainment and post-schooling earnings ». Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2579.
Texte intégralTitle from electronic title page (viewed Oct. 5, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Economics." Discipline: Economics; Department/School: Economics.
Brown, Phillip. « Schooling and the school/post-school transition in urban South Wales ». Thesis, Swansea University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290994.
Texte intégralCrawford, Claire. « Schooling in 'post-racial' America : a counter story of black-white inequality ». Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/90903/.
Texte intégralGewirtz, Sharon Josie. « Post-welfarist schooling in London : a study of cultural transition in secondary education ». Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286817.
Texte intégralRose, Pauline Margaret. « Cost sharing in Malawian primary schooling from the Washington to the post Washington consensus ». Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250124.
Texte intégralVeinguer, Aurora Alvarez. « Representing identities in Tatarstan : a cartography of post-Soviet discourses, schooling and everyday life ». Thesis, Bangor University, 2002. https://research.bangor.ac.uk/portal/en/theses/representing-identities-in-tatarstan--a-cartography-of-postsoviet-discourses-schooling-and-everyday-life(5dcd2387-d2fb-4a64-9452-2633e8852458).html.
Texte intégralBlack, Alison Cameron. « Streaming, social class and schooling in Western Australia : A critical ethnography of post-school reflections ». Thesis, Black, Alison Cameron (2021) Streaming, social class and schooling in Western Australia : A critical ethnography of post-school reflections. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/63077/.
Texte intégralNgobese, Lindiwe Siziwe. « The role of life orientation teachers in preparing further education and training phase learners for post school education in the Bhekuzulu Circuit ». Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1650.
Texte intégralThis study aimed at determining the role that Life Orientation teachers (LO) play in preparing Further Education and Training (FET) phase learners for Post schooling education (PSE) in Bhekuzulu circuit, Zululand District. The objectives of the study were to (a) establish the role that LO teachers play in preparing FET phase learners for post schooling education in Bhekuzulu circuit, (b) find out whether there are support programmes available to enable LO teachers support their learners for their post schooling education, (c) establish the type of challenges that LO teachers face which hinder them from supporting and preparing FET learners for post schooling education. A mixed-methods research approach was used in a case study constituted of 70 participants. To this end, the questionnaire and focus group interviews (FGIs) were used to collect data. A qualitative thematic content analysis was used to analyse data, by grouping similar themes. Furthermore, a quantitative data analysis was used to quantify the phenomenon by analysing patterns and trends of the respondents. The findings reveal that teachers do support FET learners in preparation for PSE with the little skills and knowledge they possess. However, the major challenge that prevailed in this study is that LO teachers are not trained to provide CG; most of these teachers do not have specialisation in teaching LO and/or CG. Other challenges that prevailed were the insufficient time allocated to teach LO, lack of CG resources, negative attitudes towards LO as subjects by teachers as well as school management teams. Moreover, the study found a lack of CG programmes in schools and poor implementation of these programmes, poor subjects groupings offered in schools, poor learners’ efficacy in career choices and lack of community support. The study recommends that the Provincial Department of Basic Education should train all LO teachers using accredited service providers to enable teachers to provide CG to learners in a meaningful way. Secondly, more time should be allocated to LO especially in the teaching of careers and career choices. Lastly, schools should be provided with common basic CG programmes to be implemented by all schools and be monitored intensively by the CG officials.
National Research Foundation Of South Africa (Grant Number:CP160513164973 and 105246)
Dames, Edward William. « The impact of neoliberalism on South Africa's education policy discourse post-1994 : The quest for a radical critical pedagogy ». University of the Western Cape, 2017. http://hdl.handle.net/11394/6371.
Texte intégralSince the 1980s several different forms of privatisation had been introduced into the South African educational system by the De Lange Commission. Since the 1990s a raft of neoliberal policies has been implemented under the banner of "educational transformation" by the post-apartheid state. This qualitative exploration will apply a critical policy analysis approach to analyse the impact of neoliberalism on post-apartheid education policy discourse in the public schooling system in South Africa from a historical, social and critical perspective. More specifically, I will apply the insights of critical education theory to interrogate the impact of the neoliberal orthodoxy and its concomitant values on the public schooling system with regard to the delivery of accessible, quality public schooling in post-apartheid South Africa.
Brown, Sheena Louise. « Teaching normalcy, learning disability - the risky business of special education : exploring the retrospective reflections of schooling experiences by learning disabled post-secondary students ». Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/704.
Texte intégralLivres sur le sujet "Post-Schooling"
Harber, Clive. Post-Covid Schooling. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5.
Texte intégralSilova, Iveta, Nelli Piattoeva et Zsuzsa Millei, dir. Childhood and Schooling in (Post)Socialist Societies. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-62791-5.
Texte intégralMcKinney, Carolyn. Language and Power in Post-Colonial Schooling. New York : Routledge, 2017. | Series : Language, culture, and : Routledge, 2016. http://dx.doi.org/10.4324/9781315730646.
Texte intégralHarber, Clive. Schooling for Peaceful Development in Post-Conflict Societies. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17689-1.
Texte intégralCarneiro, Pedro. The evidence on credit constraints in post-secondary schooling. Cambridge, MA : National Bureau of Economic Research, 2002.
Trouver le texte intégralToit, Jacques Du. Independent schooling in post-apartheid South Africa : A quantitative overview. Cape Town, South Africa : HSRC Publishers, 2004.
Trouver le texte intégralO'Rourke, Pacelli. Self identity, development and the transition to post primary schooling. Dublin : University College Dublin, 1996.
Trouver le texte intégralTeaching and schooling in America : Pre- and post-September 11. Boston : Allyn and Bacon, 2003.
Trouver le texte intégralBireda, Martha R. Schooling poor minority children : New segregation in the post-Brown era. Lanham : Rowman & Littlefield Education, 2011.
Trouver le texte intégralBireda, Martha R. Schooling poor minority children : New segregation in the post-Brown era. Lanham : Rowman & Littlefield Education, 2011.
Trouver le texte intégralChapitres de livres sur le sujet "Post-Schooling"
Harber, Clive. « Post-Covid Schooling ? » Dans Post-Covid Schooling, 223–27. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_9.
Texte intégralHarber, Clive. « Examinations and Testing ». Dans Post-Covid Schooling, 121–37. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_5.
Texte intégralHarber, Clive. « School Uniform and Uniformity ». Dans Post-Covid Schooling, 139–62. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_6.
Texte intégralHarber, Clive. « Punishment ». Dans Post-Covid Schooling, 97–119. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_4.
Texte intégralHarber, Clive. « School Buildings (and Grounds) ». Dans Post-Covid Schooling, 185–222. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_8.
Texte intégralHarber, Clive. « School as an Organisation : Compulsion, Control and Corruption ». Dans Post-Covid Schooling, 37–69. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_2.
Texte intégralHarber, Clive. « Everyday Schooling : Preserving the Status Quo or Worse ? » Dans Post-Covid Schooling, 1–35. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_1.
Texte intégralHarber, Clive. « Journey to and from School ». Dans Post-Covid Schooling, 163–83. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_7.
Texte intégralHarber, Clive. « Daily Rules and Routines ». Dans Post-Covid Schooling, 71–95. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_3.
Texte intégralHenrekson, Magnus, et Johan Wennström. « The Rise of “Post-Truth” Schooling ». Dans Dumbing Down, 95–116. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_6.
Texte intégralActes de conférences sur le sujet "Post-Schooling"
KOUNATIDOU, T., N. SAKKOULA et A. LIONARAKIS. « OPEN ASSESSMENT FOR OPEN SCHOOLING IN THE (POST) PANDEMIC WORLD. A THEORETICAL APPROACH ». Dans The 9th International Conference on Education 2023. The International Institute of Knowledge Management, 2023. http://dx.doi.org/10.17501/24246700.2023.9113.
Texte intégralStolba, Aneta. « "What Do We Do Now?" COVID-19, Digital Health and Online Schooling for Post-secondary Autistic Adult Students ». Dans 14th International Conference on Society and Information Technologies. Winter Garden, Florida, United States : International Institute of Informatics and Cybernetics, 2023. http://dx.doi.org/10.54808/icsit2023.01.17.
Texte intégralSuzuki, Katsuya, Shinsuke Torisawa et Tsutomu Takagi. « Mathematical and Experimental Analysis of Schooling Behavior During Growth in Juvenile Chub Mackerel : Considerations of Population Density and Space Limitation ». Dans ASME 2007 26th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2007. http://dx.doi.org/10.1115/omae2007-29669.
Texte intégralHass, Atrimecia, et Brigitte Lenong. « ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS : A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
Texte intégralMosoiu, Oana, Laura Popa et Ana Raluca Medesan. « INTEGRATION OF ICT METHODS FOR TEACHING AND LEARNING IN POST-COVID SCHOOLING. SELF-PERCEPTION AND TRUST ON DIGITAL COMPETENCES DEVELOPMENT OF ROMANIAN TEACHERS ». Dans 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1523.
Texte intégralWhitby, Greg, Maura Manning et Gavin Hays. « Leading system transformation : A work in progress ». Dans Research Conference 2021 : Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.
Texte intégralValentina Dan, Diana. « Family’s role during online school ». Dans Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p285-294.
Texte intégralMallet, Joshua C., Michael Selom Gawugah et Twum Barima Adu. « The iBox Technology-Enabled Teaching and Learning in Pre- and Post-COVID Ghana ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9015.
Texte intégralPick, Louise Therese, Charles McCartan, Kathryn Fee et Paul Hermon. « The experiences of students transitioning back to in-person learning post-Covid-19 ». Dans SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona : Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1114.
Texte intégralDumitrașcu, Doina Maria. « Geographical spatial thinking, expression of scientific thinking – ability of investigative competence ». Dans Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p49-53.
Texte intégralRapports d'organisations sur le sujet "Post-Schooling"
Carneiro, Pedro, et James Heckman. The Evidence on Credit Constraints in Post-Secondary Schooling. Cambridge, MA : National Bureau of Economic Research, juillet 2002. http://dx.doi.org/10.3386/w9055.
Texte intégralNaidu, Suresh. Suffrage, Schooling, and Sorting in the Post-Bellum U.S. South. Cambridge, MA : National Bureau of Economic Research, juin 2012. http://dx.doi.org/10.3386/w18129.
Texte intégralDabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy et Anne-Marie Chase. Mitigating the impacts of COVID-19 : Lessons from Australia in remote education. Australian Council for Educational Research, décembre 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.
Texte intégralBano, Masooda, et Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia : Evidence from Two Districts. Research on Improving Systems of Education (RISE), août 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.
Texte intégralGlobal Education Monitoring Report - Non-state actors in education : Who chooses ? Who loses ? UNESCO, décembre 2021. http://dx.doi.org/10.54676/ytjt5864.
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