Bibliographies thématiques / Rindge Technical High School

Littérature scientifique sur le sujet « Rindge Technical High School »

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Publié le 25 juillet 2024

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Articles de revues sur le sujet "Rindge Technical High School"

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Filho, Sérgio Thode, Heider Alves Franco, Emanuele Nunes de Lima Figueiredo Jorge, Mariana De Souza Oliveira, Jhon Lennon Genovez De Oliveira, Lucas De Assis Silva Andrade, Carlos Nei Ortúzar Ferreira et al. « Parasitic density and ornithochoric potential of wild birds : preliminary results of a research and extension project carried out in a reforestation area at IFRJ Campus, Pinheiral, Rio de Janeiro, Brazil ». Ciência e Natura 43 (1 mars 2021) : e13. http://dx.doi.org/10.5902/2179460x43642.

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This publication aims to disseminate to the scientific community and society in general, the project of the same title of this publication that is under development by the collaboration of the Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro (IFRJ) and the Universidade Federal Rural do Rio de aneiro (UFRRJ). Briefly, this project aims to quantify and identify parasites of the body surface (ectoparasites) and intestinal parasites (enteroparasites) of wild birds, which should be related to their biological and ecological conditions, and to evaluate the dispersal seed process performed by birds (ornithocoria), the viability and development of these seeds and thus establish the degree of importance of ornithocoria in reforestation at the IFRJ campus of Pinheiral, RJ. The project includes the integration of five doctoral professors, a laboratory technician doctor, as well as a postdoctoral student, four doctoral students, one master student, two undergraduate students and four technical high school students. To date, six expeditions have been made in the reforestation area of the Espaço Ecológico Educativo (EEcoE) of the IFRJ campus in Pinheiral, RJ, where a total of 196 wild birds have been captured, evaluated, ringed and recorded at the Centro Nacional de Pesquisa e Conservação de Aves Silvestres (CEMAVE), of which 29 were recaptured for revaluations. Four articles were published on the themes of parasitology and ornithochory in wild birds. Two practical short courses in the area of study were taught in September 2018 and February 2019 to IFRJ students, but open to the scientific community and society at large. Currently the project is not expected to end, since there are plenty of unpublished and relevant results in both the area of parasitology and ornithochory of wild birds.
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Shimanuki, Ryohei, et Shuro Nakajima. « Joint Education Program Between Technical High School and University for Technical High School Student ThroughDeveloping Robots ». Journal of Robotics and Mechatronics 23, no 5 (20 octobre 2011) : 840–49. http://dx.doi.org/10.20965/jrm.2011.p0840.

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This report details, in terms of the management and course content, joint projects between technical high schools in Chiba Prefecture, Japan, and a university. The projects were courses that intended to improve, through a wide range of manufacturing activities involving the development of robots, the manufacturing abilities and basic skills as working people of technical high school students. In 2009 and 2010, various high schools and a university ran courses in cooperation, and through questionnaire surveys we discovered the significance of the use of robots as an educational subject of study and learned useful points regarding the course content.
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Gray, Kenneth. « Is High School Career and Technical Education Obsolete ? » Phi Delta Kappan 86, no 2 (octobre 2004) : 128–34. http://dx.doi.org/10.1177/003172170408600209.

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Miyake, H., et K. Takai. « Welding technology education in high school technical departments ». Welding International 21, no 12 (décembre 2007) : 850–56. http://dx.doi.org/10.1080/09507110701843928.

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Yukseloglu, S. Muge, et M. Hulya Karaguven. « Academic Motivation Levels of Technical High School Students ». Procedia - Social and Behavioral Sciences 106 (décembre 2013) : 282–88. http://dx.doi.org/10.1016/j.sbspro.2013.12.033.

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TOMINAGA, Kazutoshi, et Yuji NAKANISHI. « Support of Technical Education to School Child and Junior High School Student ». Proceedings of the JSME annual meeting 2003.5 (2003) : 429–30. http://dx.doi.org/10.1299/jsmemecjo.2003.5.0_429.

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Martínez-Muñoz, M., J. Muñoz-Jiménez, M. J. García-Gómez, I. Valiente-Blanco et E. Díez-Jiménez. « Making Physics Attractive to High-School Students Through Sports ». GYMNASIUM XIX, no 1 (Supplement) (24 juin 2019) : 120. http://dx.doi.org/10.29081/gsjesh.2018.19.1s.10.

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Most of high-school students have typically lower assimilation of the basic concepts of physics in comparison with other subjects which are closer to their daily life. In addition, the technical language fairly used in physics lessons is far away from their common vocabulary, thus generating estrangement and lack of interest. The idea hereby proposed is trying to get high-school students closer to physics by integrating concepts of physics and technical language in their sport activities. In this work, an innovative experimental and demonstrative pedagogical methodology is described. The methodology is based on two main pillars: embracing concepts while playing and normalizing technical language during pleasant moments. The work provides several activities descriptions and procedures as well as suggestions of technical language, uses to physics and sports high-school teachers in order to achieve a better inclusion of physics in high-school students.
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Gerver, Robert, Lauren Santucci et Hanah Leventhal. « Building a High School Math Research Curriculum ». Mathematics Teacher 111, no 1 (septembre 2017) : 34–39. http://dx.doi.org/10.5951/mathteacher.111.1.0034.

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Eron’ko, S. P. « 90 years of service to high school and science ». Ferrous Metallurgy. Bulletin of Scientific , Technical and Economic Information 77, no 5 (26 mai 2021) : 547–51. http://dx.doi.org/10.32339/0135-5910-2021-5-547-551.

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In May of 2021, the Department “Mechanical equipment of steel-works” after professor V.Ya. Sedush of the Donetsk National Technical University is celebrating its 90th anniversary. Information on the department formation stages presented, including its collective input into development of the metallurgical industry, preparation for it high qualified specialists, elaboration of technical solutions on perfection of existing and creation of new technological equipment. Advanced methods of students training by bachelor’s and master’s programs of “Technological machines and equipment” direction highlighted. Scientific and technical achievements shown in such arears as calculation and designing of new samples of metallurgical machines and aggregators; assembling, repair, technical maintenance and diagnostics of equipment of blast furnace, steelmaking and rolling shops; management of repair work of plants. The successes of the lecturers and assistances of the department during the last 50 years were reflected in the 7 monographies, 3 textbooks, 10 school books, in 1550 scientific articles published by them and 180 inventions.
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Panfilov, Aleksey. « Manifestations of Technical Giftedness in Senior High School Students ». International Journal of Psychosocial Rehabilitation 24, no 4 (30 avril 2020) : 6148–55. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020425.

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Thèses sur le sujet "Rindge Technical High School"

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Moran, Michael E. « Basis for managing risk in the high school technology education classroom ». Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005moranm.pdf.

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Fu, Chen-Chang. « Technical training needs assessment of Wisconsin high school technology coordinators ». Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fuc.pdf.

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Dykzeul, Theodore. « The Effects of Career and Technical Education on High School Students ». Thesis, Saint Mary's College of California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284565.

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Due to the high unemployment rate and difficulty for students to transition from education to work, this thesis looks at how Career and Technical Education (CTE) programs provide a supplement to the traditional education systems throughout the world, and can be a solution to students graduating with employable skills so they can find meaningful work. The thesis answers the question: “What are the effects of Career and Technical Education?” through a qualitative method of an open-ended survey administered to three educational organizations in Northern California. Participants included four teachers, five administrators, and 96 high school students. The results showed that CTE programs have incredible effects on students, from being life-changing to providing necessary career skills and the space to navigate college and career choice. Students, teachers and administrators recommend that CTE programs be adopted nation wide, so students can decide what career to pursue.

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Long, Leanne Freeman. « Instructional leadership perceptions of Mississippi career and technical education administrators and teachers / ». Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10212008-204201.

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Hietpas, Joseph G. « A high school curriculum development for a model airplane unit in technology education ». Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004hietpasj.pdf.

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Sayers, Jerry Alan. « Career and Technical Education (CTE) and High School Student Success in Tennessee ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2479.

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The purpose of this quantitative study was to examine the relationship between participation in CTE programs and students’ graduation rates and rates of CTE students’ entrance into postsecondary education or employment after graduation. Possible differences between students’ enrollment in urban and rural school districts and their graduation, participation, and secondary placement rates were also considered. Publicly available data on high school students in the state of Tennessee were analyzed to compare the graduation rates of CTE participants with the graduation rates of non-CTE participants in the state as a whole and in nine selected urban school districts and nine selected rural school districts for the school years 2009-2010, 2010- 2011, and 2011-2012. Research cited in this study indicated that CTE participation could increase students' graduation rates. Some research also indicated that rural students were more likely to complete CTE concentrations than urban students and that other differences might exist in the CTE experiences of urban and rural students. Six research questions were created and their null hypotheses tested with a series of z-tests. Analysis of publicly available data for the selected school systems and for the state as a whole found slightly higher rates of graduation among CTE concentrators than among non-concentrators and higher rates of CTE participation among rural than urban high school students, but these differences were not statistically significant. Differences between urban and rural schools systems' graduation rates and their rates of postsecondary placement of CTE concentrators in education, the military, or employment were also found to be statistically insignificant.
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Thornburg, Marlon. « Perceptions of Career and Technical Education Held by High School Career Counselors ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2015.

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Current enrollment in Career and Technical Education (CTE) programs in the United States and in the state of Kansas is lagging behind the future demand for skilled workers. With millions of skilled labor positions unfilled and the pending retirement of the baby boomer generation, the United States is at a critical juncture to compete in the global marketplace. High school career counselors are the primary resource for CTE program recruitment. The purpose of this study was to examine whether high school career counselors' educational backgrounds, knowledge levels of CTE initiatives and programs in Kansas, and available counseling time were associated with their perceptions of CTE. The study was based on the constructivist learning theory that suggests individuals tend to learn from their past experiences and utilize those experiences to create meaning for the future. A cross-sectional survey design was used for this study to collect data on the knowledge levels, education, counseling time, and perceptions of CTE initiatives and programs held by high school career counselors (N = 485) in the state of Kansas. Chi square analyses of the associations among variables revealed that knowledge levels and counseling time were related to counselors' perceptions of CTE. However, no significant association was found between counselor educational background and perceptions of CTE. This study is significant to educational institutions and the economy in Kansas because the findings may be used to target CTE recruitment training for high school counselors. This training may improve recruiting strategies for CTE students and address Kansas' future needs for a skilled workforce.
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Faulkner, Jannotta. « Google Docs as Supportive Technology in High School Career and Technical Education ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7642.

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Educators must meet the demand to produce a workforce better educated with using 21st-century technology tools. The purpose of this case study was to explore the usefulness of Google Docs as one of those tools by examining 2 main questions. Those questions were how high school students perceive Google Docs could benefit them and how career and technical (CTE) teachers use it to support collaborative learning as a strong part of the learning process. The conceptual framework used included Vygotsky’s sociocultural theory, which focuses on collaborative learning. Participants were 2 teachers and 8 students from 2 urban school districts in the Eastern part of the United States. Data sources were interviews with teachers and student focus group discussions. Data were coded using open coding, and themes and patterns were identified. Results indicated that Google Docs supports student learning by increasing opportunities for collaboration and helping students be more efficient while also preparing them for careers. Students indicated that they saw Google Docs as a learning tool and that they were more engaged while working collaboratively with their peers via the platform. Findings may help CTE teachers and students learn more about how to use web-based technologies to learn via collaboration and may assist students in becoming more successful in their CTE courses and careers.
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Wallace, Ronda L. « Grit and Student Performance| A Mixed-Method Analysis of a Non-Traditional Technical High School and a Traditional High School ». Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036393.

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Grit, defined as the tendency to pursue long-term goals with sustained zeal and hard work, was shown to predict achievement in academic, vocational, and avocational domains. In 2009, Duckworth and Quinn found that grit predicted student effectiveness in school and the concept of grit was largely unrelated to talent. Grit provided incremental predictive validity for achievement outcomes, particularly in settings of high challenge. From the combination of persistence, self-control, and more broadly, conscientiousness, emerges the concept of grit.

The purpose of this study was to compare the relative grittiness of students from two different high school settings. The first of these was a non-traditional technical high school. The second was a traditional suburban high school. One hundred students from each high schools took the Grit-S survey to determine their level of grit. It was found that students attending the non-traditional high school and students attending the traditional high school had no statistically different level of grit. However, students from the non-traditional technical high school had an observably higher level of self-reported grit. Teachers and administrators were interviewed to determine their perceptions about grit. Qualitative analysis of their responses rendered three commonalities. The first theme was a definition of grit rooted in persistence and self-motivation. The second theme was the need for adults to model grit for the benefit of their students. The third theme was a lack of difference between the genders in perceived grit or academic prospects.

This dissertation expanded on the research of Grit and Student Performance as it relates to students who attend a non-traditional technical high school and students who attend a traditional high school. There was a lack of previous research comparing these two distinct types of high schools. After the data was gathered and analyzed no significant differences were found. This dissertation provides ideas for future research and its results may possibly change attitudes about students in both high school settings.

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Greuel, Jeff. « Impacts of block scheduling on technology education at Little Chute High School ». Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998greuelj.pdf.

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Livres sur le sujet "Rindge Technical High School"

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Project, Exemplary Schools. Technical report : Hartland High School. Toronto : Canadian Education Association, 1995.

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Alberta. Alberta Learning. System Improvement and Reporting. Removing barriers to high school completion : Technical report. Edmonton, AB : Alberta Learning, 2001.

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National Center for Education Statistics, dir. The 1990 High School Transcript Study : Technical report. [Washington, D.C.?] : U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.

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The 1990 High School Transcript Study : Technical report. Washington, D.C.?] : U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1993.

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Project, Exemplary Schools. Technical report : Kisti nootin : Peguis Central High School. Toronto : Canadian Education Association, 1995.

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Project, Exemplary Schools. Technical report : Corktown Community High School : Toronto, Ontario. Toronto : Canadian Education Association, 1995.

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McKenzie, J. D. S. The transformation of the New Zealand technical high school. Palmerton North, N.Z : Dept. of Education, Massey University, 1990.

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Project, Exemplary Schools. Technical report : New Norway School. Toronto : Canadian Education Association, 1995.

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Levesque, Karen. Trends in high school vocational/technical coursetaking, 1982-1998. Washington, D.C : U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Statistics, 2003.

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Commission on California State Government Organization and Economy. Career technical education : Creating options for high school success. Sacramento, CA : Little Hoover Commission, 2007.

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Chapitres de livres sur le sujet "Rindge Technical High School"

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Schaewitz, Leonie, Cedric A. Lohmann, Konstantin Fischer et M. Angela Sasse. « Bringing Crypto Knowledge to School : Examining and Improving Junior High School Students’ Security Assumptions About Encrypted Chat Apps ». Dans Socio-Technical Aspects in Security, 43–64. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10183-0_3.

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Samerkhanova, Elvira K., Elena P. Krupoderova, Klimentina R. Krupoderova, Lyudmila N. Bakhtiyarova et Alexander V. Ponachugin. « Designing Digital Learning Environment for the Future Teacher of High School ». Dans Scientific and Technical Revolution : Yesterday, Today and Tomorrow, 610–18. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47945-9_66.

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Nishino, Yosuke, et Eiichi Hayakawa. « Evaluation of Robot Based Embedded System Study Environment in Technical High School ». Dans Communications in Computer and Information Science, 514–18. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22095-1_103.

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Lynch, Richard L. « New Directions for High-School Career and Technical Education in the United States ». Dans International Handbook of Education for the Changing World of Work, 2229–46. Dordrecht : Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_147.

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Chiu, N. Y., L. Y. Hsieh et S. Mo. « Smoking behaviour of Taiwanese adolescents : A case study of a senior technical high school ». Dans Tobacco : The Growing Epidemic, 274–75. London : Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_114.

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Su, Fu-Hsuan, et Yen Hsu. « Design Education for Students with Disabilities : A Technical Graffiti Course in a High School ». Dans Lecture Notes in Computer Science, 406–24. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06050-2_29.

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Mann, Jeff, Tonia Gray et Son Truong. « Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies ». Dans High-Quality Outdoor Learning, 211–29. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_12.

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AbstractIn this century characterised by rapid change and unprecedented challenges, most education systems have acknowledged the importance of developing interpersonal and intrapersonal skills alongside technical knowledge. This chapter describes how two approaches to outdoor learning develop these 21st century competencies, through the lens of experiential education. Outdoor Adventure Education is an established pedagogical vehicle for developing psycho-social skills. Learning Outside the Classroom is a rising movement of teaching subject content while simultaneously promoting interpersonal, communication, teamwork, critical thinking, and conflict resolution skills, creativity and connection with nature. The chapter concludes with a discussion of the potential of outdoor environments to foster transformative competencies, and the inherent challenges for integration into regular school experiences.
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Scapin, Emanuele, Nicola Dalla Pozza et Claudio Mirolo. « An Exploratory Investigation on High-School Students’ Understanding of Threads ». Dans Lecture Notes in Computer Science, 93–110. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_8.

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AbstractStudents’ difficulties to learn concurrent programming are well known amongst Computer Science instructors. While in the International Computing Education community it is still up to debate the extent to which such topic should be included in pre-university curricula, based on our country’s Ministerial guidelines for technical high schools with a specialization in Computer Science, students are expected to acquire key concurrent programming skills. With the aim of getting insights about the nature of students’ difficulties, as well as to identify possible pedagogical approaches to be adopted by teachers, we have undertaken an investigation on students’ perception, proficiency and self-confidence when dealing with concurrency and synchronization tasks. We then present the results of a preliminary study carried out by submitting a survey in a couple of representative high schools of our area. The survey includes subjective perception questions as well as small program comprehension tasks addressing students’ understanding of thread synchronization. Moreover, we also analyze students’ self-confidence in connection with their actual performance in such tasks. A total of 68 high school students were engaged in the survey. Our findings indicate that students’ perception of self-confidence tends to weakly correlate to their actual performance, although more in general they express a low self-confidence level in relation to the topic. In particular, the results clearly show that the concept of thread synchronization is especially difficult to master for a large majority of them.
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Zirkle, Christopher. « A Qualitative Analysis of High School Level Vocational Education in the United States – Three Decades of Positive Change ». Dans Technical and Vocational Education and Training : Issues, Concerns and Prospects, 321–37. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_17.

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Lestari, Putri Ayu, Muhammad Rahmattullah, Monry Fraick Nicky Gillian Ratumbuysang, Ananda Setiawan, Adi Farida et Aulia Ajijah. « Development of Prezi-Based Learning Media on Economic Growth Materials for Senior High School 1 Tamban ». Dans Proceedings of the 9th International Conference on Technical and Vocational Education and Training (ICTVET 2022), 182–90. Paris : Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-050-3_20.

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Actes de conférences sur le sujet "Rindge Technical High School"

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Dark, Melissa, Shannon Beck, Jenny Daugherty, Mark Loepker et Rachel Dark. « High School Cybersecurity ». Dans SIGCSE '21 : The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3408877.3439549.

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Perry, Kathryn, Cedric Sirianni, Owen Bechtel, Kalpathi Subramanian et Erik Saule. « High School BRIDGES ». Dans SIGCSE 2022 : The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA : ACM, 2022. http://dx.doi.org/10.1145/3478432.3499261.

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Allan, Vicki, Valerie Barr, Dennis Brylow et Susanne Hambrusch. « Computational thinking in high school courses ». Dans the 41st ACM technical symposium. New York, New York, USA : ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734395.

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Gal-Ezer, Judith, Orit Hazzan et Noa Ragonis. « Preparation of high school computer science teachers ». Dans the 40th ACM technical symposium. New York, New York, USA : ACM Press, 2009. http://dx.doi.org/10.1145/1508865.1508965.

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Heersink, Daniel, et Barbara M. Moskal. « Measuring high school students' attitudes toward computing ». Dans the 41st ACM technical symposium. New York, New York, USA : ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734413.

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« Session details : Paper Session : High School #1 ». Dans the 49th ACM Technical Symposium, Chair Manuel Perez-Quinones. New York, New York, USA : ACM Press, 2018. http://dx.doi.org/10.1145/3159450.3247863.

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« Session details : Paper Session : High School #2 ». Dans the 49th ACM Technical Symposium, Chair Howard Francis. New York, New York, USA : ACM Press, 2018. http://dx.doi.org/10.1145/3159450.3247868.

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Xu, Dianna, Aaron Cadle, Darby Thompson, Ursula Wolz, Ira Greenberg et Deepak Kumar. « Creative Computation in High School ». Dans SIGCSE '16 : The 47th ACM Technical Symposium on Computing Science Education. New York, NY, USA : ACM, 2016. http://dx.doi.org/10.1145/2839509.2844611.

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Fletcher, Carol L., et William Wesley Monroe. « High School CS Teacher Certification ». Dans SIGCSE '17 : The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA : ACM, 2017. http://dx.doi.org/10.1145/3017680.3022355.

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Astrachan, Owen, Ralph Morelli, Gail Chapman et Jeff Gray. « Scaling High School Computer Science ». Dans SIGCSE '15 : The 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA : ACM, 2015. http://dx.doi.org/10.1145/2676723.2677322.

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Rapports d'organisations sur le sujet "Rindge Technical High School"

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Ali, Halima, et Alkesh Punjabi. Final technical report. 1998 HU CFRT summer fusion high school workshop. Office of Scientific and Technical Information (OSTI), juillet 1999. http://dx.doi.org/10.2172/765949.

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Brunner, Eric, Shaun Dougherty et Stephen Ross. The Effects of Career and Technical Education : Evidence from the Connecticut Technical High School System. Cambridge, MA : National Bureau of Economic Research, mai 2021. http://dx.doi.org/10.3386/w28790.

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Terzenbach, Jack. An alienation measurement and observed behavior : a study of forty-two male seniors in a technical high school. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.1603.

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Ali, Halima, Dr. Final Technical Report 2000 HU CFRT Summer High School Fusion Workshop Grant No. DE-FG02-00ER54586. Final Report, June 1, 2000 - May 31, 2001. Office of Scientific and Technical Information (OSTI), avril 2002. http://dx.doi.org/10.2172/804004.

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Jaimovich, Analia. Institutional Architecture for School Improvement. Inter-American Development Bank, février 2014. http://dx.doi.org/10.18235/0006302.

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In order to improve the quality of education, several countries in Latin America and the Caribbean are implementing institutional reforms that affect the roles and responsibilities of education management units at different levels (national, subnational, local, and school level). With the aim of contributing to the technical dialogue vis-à-vis these reforms, the Education Division of the Inter-American Development Bank has carried out a comparative analysis of the institutional architecture of five high-performing education systems: the Ontario Province in Canada, the Commonwealth of Massachusetts in the USA, Finland, the Netherlands, and New Zealand.
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Elacqua, Gregory, Patricia Navarro-Palau, Maria Prada et Sammara Soares. The impact of online technical education on schooling outcomes : Evidence from Brazil. Inter-American Development Bank, novembre 2021. http://dx.doi.org/10.18235/0003778.

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This paper studies the impact of online technical education offered to complement regular academic instruction in high school on student schooling outcomes. Using a regression discontinuity design with an oversubscribed large-scale online technical course in Brazil, we find that students who score above the cutoff on the online technical education admission exam are less likely to drop out of high school, while their performance on standardized tests in math and Portuguese is similar to that of students just below the admission exam cutoff. Overall, we provide evidence that complementing high school regular instruction with technical education in an online format can be an effective public policy to increase students work readiness as it reduces the dropout rate from secondary education without negatively affecting students academic proficiency.
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Wachen, John, et Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, septembre 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.
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Moreno, Martín, Jesús Duarte et María Soledad Bos. Quality, Equality and Equity in Colombian Education (Analysis of the SABER 2009 Test). Inter-American Development Bank, avril 2012. http://dx.doi.org/10.18235/0010419.

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This Technical Note describes the learning inequalities faced by Colombian students and analyzes the equity in the allocation of resources among schools and their relation to learning. Using the SABER 2009database, the analysis demonstrates that there are high inequalities in students' academic results associated with their families' socioeconomic status, the type of school management, and the school's geographic zone. This relation is more important between schools than within a school, denoting a high degree of segregation of Colombian schools according to students' socioeconomic status. In terms of key school resources, there is a high inequity in their distribution with a clear disadvantage against schools with mostly poor students, as well as rural and public urban schools. This inequitable allocation of resources is associated with a greater risk of students achieving unsatisfactory SABER test results. The results of the multilevel model estimations, where the interaction between school factors and test results are jointly analyzed, indicate that better physical conditions, adequate connection to public services, a complete school day, the presence of rules in the classroom, minimal violence in schools, and greater teacher satisfaction are significantly related with higher probabilities of students achieving adequate test results. Improving these school factors, mainly among schools with poor students, has a great potential for increasing quality and equity of learning in Colombia.
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Kim, Ann Y., Tyler Reeb, Jaylee Jordan et Youngjin Song. Curriculum Evaluation of the Academy of Global Logistics Program : Connections to STEM Education. Mineta Transportation Institute, juin 2023. http://dx.doi.org/10.31979/mti.2023.2246.

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The Academy of Global Logistics (AGL) is a career technical education program developed in collaboration with the Port of Long Beach and the Long Beach Unified School District and with support from the Center for International Trade and Transportation. Students enrolled in the program, implemented at a high school in Long Beach, CA, learn global logistics and supply chain management over the course of their high school career. The program culminates in a capstone project that is evaluated by industry leaders. This research project applies qualitative coding methods to find connections between the AGL curriculum and CA mathematics and science curriculum standards and AGL curriculum and project-based learning. The project’s findings identified that the AGL curriculum provided students with numerous opportunities to engage in mathematics and science practices in a project-based learning environment. Recommendations for policymakers and higher education institutions are discussed in order to advocate for best practices to serve California's youth.
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Wortman, Amanda, et Nick Schiner. Access to Powerful Technology as a Catalyst for Career Pathway Engagement. Digital Promise, juin 2024. http://dx.doi.org/10.51388/20.500.12265/217.

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This paper explores the opportunities and affordances presented when historically and systemically excluded (HSE) youth gain access to high-powered technology and tools in their school environment through an innovative program. Many research studies have shown the challenges HSE youth face in accessing high-value occupations, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). Despite the increasing demand for STEM jobs, pathways from schools to careers in these fields often lack effectiveness, especially among HSE students. The Reinvent the Classroom initiative, a collaboration between Digital Promise, HP, Microsoft, and Intel, aims to address this pathway challenge by integrating high-powered and effective technology into education. The initiative focuses on the idea that for students to meaningfully find their way to and through career and technical education (CTE) pathways, they must have the opportunity to find synergies among their interests, talents, and skills, and gain access to the required high-powered technologies that fuel powerful learning experiences. The HP Learning Studio at Anaheim High School serves as a catalyst for this journey, representing a significant step towards increasing student awareness, interest, and engagement in career and technical education pathways through exposure to technology and relevant learning opportunities. The studio provides students with access to high-powered technology and resources, fostering authentic, challenging, and collaborative learning experiences. Examples from Anaheim High School demonstrate how exposure to the HP Learning Studio sparks interest and leads to deep engagement in CTE pathways. The paper concludes by emphasizing the importance of aligning educational initiatives with student interests and community needs. By providing access to powerful learning opportunities, such as those facilitated by the HP Learning Studio, schools can empower students to pursue their passions and effectively prepare for future careers. The partnership between the Reinvent the Classroom initiative and Anaheim High School represents a promising approach to bridging the skills gap and promoting equitable access to jobs for the future for all students, especially those from historically marginalized communities. Through the integration of technology and innovative pedagogical approaches, schools can create transformative learning experiences that prepare students for success in the 21st-century workforce. But only by ensuring those technologies and pedagogies are available to all students can schools bridge the gap between K-12, an ever-evolving jobs landscape, and future-ready careers.
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