Bibliografie tematiche / New England Vocational School

Letteratura scientifica selezionata sul tema "New England Vocational School"

Autore: Grafiati

Pubblicato: 25 luglio 2024

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Articoli di riviste sul tema "New England Vocational School"

Markowitsch, Jörg, e Günter Hefler. "Staying in the Loop: Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe". International Journal for Research in Vocational Education and Training 5, n. 4 (17 dicembre 2018): 285–306. http://dx.doi.org/10.13152/ijrvet.5.4.3.

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Context: Vocational education and training (VET) is expected to be designed for creating learning outcomes which meet the needs for skills and competences in the labour market. Hence, identifying current and upcoming skill requirements and ensuring that these requirements are incorporated into education has long been the subject of academic and policy discussion. Governance processes keeping VET systems up-to-date have been more recently addressed as `feedback mechanisms'. The term broadly summarizes the interplay of institutions, actors and processes which allows the continuous renewal of VET provision (i.e. by creating new qualifications or updating curricula). The aim of the paper is to enhance the understanding of cross-national variations in formally institutionalised `feedback mechanisms' between VET and the labour market.Method: The research builds on a comparative analysis of case studies in 15 European countries. The paper presents examples for four different `formal feedback mechanisms' in Germany, France, England, and Austria.Results: Four main types of formal mechanism have been identified: 1) The liberal model explained by VET in England and Higher VET in Austria; 2) The statist model explained by school-based VET in Austria; 3) the participatory model explained by VET in France and 4) the coordinated model explained by apprenticeship training in Germany and Austria.Conclusions: Existing approaches in the economic sociology of labour markets, the varieties of capitalism approach as well as comparative research on welfare states are useful in predicting whether particular VET systems are likely to be predominant. However, they do not provide an alternative in describing differences in VET systems which the concept of formal feedback mechanism does. Moreover, by analysing formal feedback mechanisms, it is possible to demarcate where a VET sub-system ends and another VET sub-systems begins. In this sense research presented here also asks for new standards for comparative VET research as it suggests that entities to be compared are not countries' overall VET systems, but their potential sub-systems.

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

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

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Wan, Jun, e Wanyin Hao. "Talent Training Mode Under the Background of School Enterprise Cooperation and the Integration of Industry and Education". Journal of Theory and Practice of Humanities Science 1, n. 01 (30 novembre 2023): 31–36. http://dx.doi.org/10.53469/jtphs.2023.01(01).05.

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China's higher vocational education has entered a new stage of development. Many higher vocational colleges attach great importance to the talent training program based on school-enterprise cooperation and industry- education integration. To further strengthen the cooperation between school and enterprise, the enhancement of local government and schools, the lead of the enterprise, to build a "school+company+government" fusion new system of education, higher vocational colleges has become the main trend in the reform of talent cultivation, but also enhance the effect of professional personnel training in higher vocational colleges reality. From the perspective of the development process of school-enterprise cooperation and industry-education integration, higher vocational colleges have experienced the initial stage, the development stage and the new cooperation stage. Although many higher vocational colleges in China started late in the field of school- enterprise cooperation talent training, they have learned from the experience of school-enterprise cooperation in developed countries and developed at a relatively fast speed. At present, facing the situation of professional construction and personnel training reform in higher vocational colleges, it is necessary to innovate on the original school-enterprise cooperation and industry- education integration scheme. Therefore, this paper puts forward new suggestions on the reform and practice of talent training mode from the perspectives of school- enterprise cooperation and industry-education integration in higher vocational colleges.

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Усова, С., e S. Usova. "Vocational Guidance in School: Relevance and New Challenges". Profession-Oriented School 7, n. 1 (11 marzo 2019): 39–46. http://dx.doi.org/10.12737/article_5c666cc4348bb4.74343113.

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The article analyzes the results of studies of the features of the choice of profession and university by modern youth, conducted in 2018. The problems of professional self-determination of schoolchildren are revealed and new tasks of vocational guidance work at school are identifi ed. The material of the authors can be useful for creating an environment for professional self-determination, early career guidance and pre-professional training of schoolchildren in educational organizations.

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Khubaeva, Lana K. "Vladikavkaz Loris-Melikov Vocational School". Vestnik of North-Ossetian State University, n. 4 (25 dicembre 2021): 73–77. http://dx.doi.org/10.29025/1994-7720-2021-4-73-77.

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Mikhail Tarielovich Loris-Melikov is a person who has gone down in the history of Vladikavkaz by many good deeds that have left a rich cultural and historical mark forever. He took the most active part, including financially, in the organization and functioning of a number of charitable and social and cultural institutions, donating significant sums from his own capital and income. The craft school of pre-revolutionary Vladikavkaz survived all epochs of political transformations and military events. Thanks to the vocational school, production on the territory of Ossetia developed successfully since there were high-quality trained cadres in a new direction, but functions to this day, preserving the memory of Mikhail Tarielovich as its founder. The financial investment and the capital left by Loris-Melikov in his will served as the basis for the functioning of the school during the first few decades since its opening. The difficult periods in which the educational authorities were forced to change the rules of admission in connection with those and other reasons causing financial difficulties are also briefly touched upon. The article provides information on income in the form of interest deducted by the bank and the expenses of these amounts for the needs of the school, including scholarships for students. The content of the publication will make it possible to trace the expansion of directions in the training of specialists due to the opening in different years of new departments, with a narrow specificity. The publication will allow you to have an idea of the urban life of this period, since it partly reflects the life of the inhabitants who turned to the workshops of the vocational school for household services, which the school was quite capable of providing conclusion, we are talking about the post-revolutionary activities of the school based already on the Soviet education system.

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Doyle, Lesley. "Conceptualising a Transition: The Case of Vocational and Academic Learning in England, Scotland and the USA". Research in Comparative and International Education 7, n. 4 (1 gennaio 2012): 446–64. http://dx.doi.org/10.2304/rcie.2012.7.4.446.

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The contention of this article is that the potentially productive developmental learning experience of the transition which young people in secondary school make between concurrent vocational and academic courses is largely unrecognised and thus unexploited. To support this contention, and to suggest a more productive way forward, understandings of, and attitudes towards, vocational learning and the rationales behind them are analysed. Following on from this, findings are presented from three related empirical studies on the experiences of young people, and their teachers, as they transition between vocational and academic courses. The findings are then conceptualised through the lens of theoretical approaches which privilege and highlight the importance of supported developmental learning, as distinct from the current focus on societal and policy rationales. Particular attention is paid to Beach's notion of ‘consequential transitions’. The article concludes with an outline of the opportunities that an approach based on symbiosis between vocational and academic learning can offer for the improved acquisition of skills, knowledge and understanding by young people.

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LUO, Qi. "School-based Training for Novice Teachers in Vocational Colleges". Journal of Social Science Studies 9, n. 1 (2 marzo 2022): 25. http://dx.doi.org/10.5296/jsss.v9i1.19612.

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With the development of the new era, Chinese society needs more high-quality workers, and puts forward new requirements for the high-quality development of vocational education. In order to ensure the sound development of vocational education, the key is to improve the professional level of teachers in Vocational Colleges through school-based training, especially school-based training for novice teachers from the aspects of teachers' morality, theoretical teaching, practical teaching and so on.

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Li, Qian. "Promoting Comprehensive Reform of Vocational School Education with Innovative Management". Frontiers of Engineering and Scientific Research 1, n. 1 (29 maggio 2022): 12. http://dx.doi.org/10.56028/fesr.1.1.12.

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With the advent of the era of big data, in order to meet the training needs of social talents, the field of education is also undergoing continuous reform and innovation. After continuous exploration and discovery, schools need new management measures and ideas to promote all-round development, especially vocational schools are bearing the responsibility of training skilled talents. How to cultivate talents to meet the needs of social development, employees to meet the needs of enterprises, and students to meet the aspirations of success, are all the goals of vocational schools. In the past few years, vocational schools have been exploring ways of educational reform through school enterprise cooperation, integration of industry and education, and collaborative education. With the coming of industry 4.0 era, vocational education has entered a new round of development and will face new opportunities and challenges. Therefore, in the form of deepening the comprehensive reform of vocational education, vigorously promoting innovative management methods will certainly promote the comprehensive reform of education in the true sense of vocational schools.

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Ohara, Eric, Slamet Prawiro Harto e Rita Fransina Maruanaya. "Policy Shift to Reduce Unemployment of Vocational School Graduates in Indonesia (A National Study)". Jurnal Pendidikan Teknologi dan Kejuruan 26, n. 2 (25 settembre 2020): 129–39. http://dx.doi.org/10.21831/jptk.v26i2.33144.

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One of the enduring issues and problems in Indonesia is the link and match between vocational secondary schools and the world of work in terms of quantity, quality, location, and time. This research focuses on the first issue i.e. quantity of vocational secondary school graduates in terms of supply and demand. The objective of this research was to explore the proportion of general secondary and vocational secondary school students, to find out the unemployment rate of both school types, and to identify policy alternatives to reduce the unemployment rate of vocational secondary school graduates. To achieve the objective, a quantitative descriptive research method was adopted. The research found that the national average proportion of students from general secondary schools and vocational secondary schools was 62.92%:37.08% in 2016 and 63.39%:36.61% in 2019. The national average unemployment rate of both school graduates was 8.72% and 11.11%% respectively in 2016, and 7.92% and 10.42% respectively in 2019. Thus, the unemployment rate of vocational secondary school graduates was higher than those of general secondary school graduates. In Java Island, however, where the population is about 40% of the Indonesian total population, the percentage of vocational secondary students increases significantly from 44.34%:55.66% in 2016 to 39.91%:60.09% in 2019. For this reason, a new policy is needed to reduce the unemployment rate of vocational secondary school graduates in the form of a moratorium for vocational secondary school expansion, particularly in Java Island. If for some reason, there is a need to build new vocational secondary schools in a certain area, it must be based on demand-driven guided by labor market signals. More comprehensively, a policy shift is required to reduce the unemployment of graduates from secondary vocational schools.

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Golle, Jessika, Norman Rose, Richard Göllner, Marion Spengler, Gundula Stoll, Nicolas Hübner, Sven Rieger et al. "School or Work? The Choice May Change Your Personality". Psychological Science 30, n. 1 (8 novembre 2018): 32–42. http://dx.doi.org/10.1177/0956797618806298.

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According to the social-investment principle, entering new environments is associated with new social roles that influence people’s behaviors. In this study, we examined whether young adults’ personality development is differentially related to their choice of either an academic or a vocational pathway (i.e., entering an academic-track school or beginning vocational training). The personality constructs of interest were Big Five personality traits and vocational-interest orientations. We used a longitudinal study design and propensity-score matching to create comparable groups before they entered one of the pathways and then tested the differences between these groups 6 years later. We expected the vocational pathway to reinforce more mature behavior and curtail investigative interest. Results indicated that choosing the vocational compared with the academic pathway was associated with higher conscientiousness and less interest in investigative, social, and enterprising activities.

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Tesi sul tema "New England Vocational School"

Zhou, Joe Xiongwei. "Chinese immigrant entrepreneurs in New England area". Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44438.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2008.
More and more Chinese immigrants came to the U.S. to start a whole new life. Some of them became entrepreneurs. This study focused on Chinese new immigrant entrepreneurs in New England area, and analyzed what factors have the most effective impact of the Chinese new immigrants to become an entrepreneur. This is first survey to study the career choice and entrepreneurship experience of Chinese immigrants in the New England area. From 190 complete responses, 66 of them are entrepreneurs. In this survey study, we have gained valuable information of the well-educated Chinese immigrants in the New England area. Also, we studied the specific characteristics of these Chinese entrepreneurs, and tried to identify some features that are helpful to becoming a successful entrepreneur. Based on the survey result, (1) working in a small company, (2) having responsibilities relating to greater China, (3) holding a position in general management or sales and marketing, and (4) attending social activity at least once per month are positive factors contributing to Chinese immigrant entrepreneurs.
by Joe Xiongwei Zhou.
M.B.A.

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Whitman, Robert Leader. "Literacy, new capitalism, and new work orders: Case studies from school-to-work education". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280663.

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This dissertation examines literacy practices in settings that have been transformed by changes in capitalism of the last forty years. These settings are characterized by increased technologization, accrediting processes, team-building, and a requirement for independent critical thinking on the part of workers. The two school-to-work programs included in the dissertation are biotechnology and nursing. Both were sited in a two-year urban community college and both had the characteristics mentioned above. However they also provided a contrast it two ways. First, nursing is a traditional practice that has recently been transformed by changes in capitalism while biotechnology is a completely new field that didn't exist forty years ago. Second, students in these school-to-work programs were pointed towards different class positions within their work settings; biotechnology students toward elite positions, and nurses toward a more traditional and less elite position. The dissertation examines how apprentice workers in these settings learn new practices of a changed capitalism through literacy and other discursive processes as they move back and forth between school and work settings. It also examines students as they learn other aspects of capitalism through the grammars of their respective fields. These include gendered work identities, highly prescriptive critical thinking processes that bear the footprints of a sociohistorical past, and new processes of thinking and acting that are characteristic of a new moment in capitalism.

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Patrick, Rachel, e r. patrick@rmit edu au. "New teachers, professional knowledge and educational reform in New Zealand". Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081022.073150.

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This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt to alleviate social inequality. Teachers' negotiation of an accountability culture and the dominant equity policies is a major focus of this study. The study draws upon group interviews held with nine new teachers during the first two years of their teaching careers. The group interviews were designed to elicit extended narratives from individual teachers, as well as promote more interactive dialogue and reflections within the groups. Because the interviews were conducted at different points in their early careers, the study also has a longitudinal element, allowing insight into how teachers' views are formed or changed during an intense period of professional learning. Analysis of the teachers' narratives is informed by poststructural and feminist understandings of identity and knowledge and by a methodological orientation to writing as a method of enquiry. The thesis develops three main types of discussion and sets of arguments. The first examines new teachers' negotiation of the 'macro' context of teacher knowledge formation that is, their negotiation of an educational policy environment that juxtaposes an equity agenda with accountability controls. In order to historically situate these dilemmas, the particular political, social and educational context of New Zealand is examined. It is argued that teachers negotiate competing political and conceptual debates about social justice, equity and difference, and that this negotiation is central to the formation of professional knowledge. The analysis illustrates ways in which teachers make sense of equity discourses in educational policy and practice, and the apparent contradictions that arise from placing tight accountability standards on schools and teachers to achieve associated equity goals. The second type of discussion focuses on teachers' negotiation of the 'micro' dimension of professional knowledge, looking closely at the processes and practices that form professional identity. Against stage or developmental models of teacher identity, it is argued that professional identity is formed in an ongoing, uneven and fluid manner and is socially and discursively situated/embedded. It is further argued that professional knowledge and identity are entwined and that this relationship is most usefully understood through analysis of the discursive practices that frame teachers' working lives and through which teachers work out who they are or should become and what and how they (should) think. This analysis contributes new perspectives to debates in teacher education about teacher preparation and the knowledge required of teachers in current 'new times'. The final cluster of arguments brings together these macro and micro aspects of professional knowledge and identity with a case study of how new teachers negotiated a recent educational reform of senior secondary school qualifications in New Zealand. This reform has had a significant impact on secondary schools and on the way teachers, and New Zealanders in general, think about education, achievement and success. It was found that this reform significantly challenged new teachers to question their beliefs about assessment and justice in education, and what counts as success. This case study draws attention to the tensions between equity, academic excellence and standards-based assessment, and contributes to understanding how teacher professional knowledge forms both in the context of a specific educational policy reform and in relation to educational reform in general. This study contributes new knowledge to the formation of teacher professional knowledge and identity in an educational climate of change in New Zealand. The findings offer new insights for teacher educators, policymakers and schools into how teachers build, shape and sustain professional knowledge; how they juggle contradictions between a desire for justice, policy imperatives and teacher education rhetoric; the self-constructed, but contingent nature of professional knowledge and identity; and the urgency to address identity formation as part of teacher education and to take account of the dynamic ways in which identities form. These matters need to be articulated in teacher education both pre-service and in-service in order to address teacher retention and satisfaction, and teachers' commitment to equity reform in education.

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Moro, Jessica M. "School Improvement Grants at Work| A Study of Urban, Public New England Schools". Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600004.

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Education policy and mandates have changed drastically over the last 40 years. As politicians began adopting educational platforms as part of their political agenda, the educational standards of the United States have risen. Politicians have specifically targeted underserved populations as the focus of their educational reforms. Programs such as Race to the Top, FERPA, and No Child Left Behind are examples of politicians attempting to provide all students with equitable educations, regardless of ethnicity, gender, and economic background.

Just as it is naïve to believe that all students learn the same, it is also naïve to believe that there is one perfect program that will meet the needs of all students in all areas of the country. Under the reauthorization of the Elementary and Secondary Education Act in 2009, the US Department of Education strove to close the education gap with the introduction of School Improvement Grants. The SIG provided federal funds to underserved schools through a rigorous application process. The funds were available to approved schools for 3-year period. The purpose of this grant was to help underserved schools create and implement a program that was tailored to meet the needs of their students, while promoting academic growth.

This study focused on urban, public New England schools who received SIG funds between 2010 – 2016. Through semi-structured interviews with administrators at identified successful SIG schools, a list of best practices has been compiled as a reference for future urban, public New England schools who receive SIG funding. The key findings of this study indicated that communication, strong leadership, collaboration, and good staffing choices played a significant role in the success of the SIG programs. The conclusion of this study indicated that while schools and students have a vast range of needs and difficulties, there are several common shared experiences that could possibly help other administrators in their quest to implement a successful SIG program.

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Pope, Earl A. "New England Calvinism and the disruption of the Presbyterian Church". New York : Garland Pub, 1987. http://catalog.hathitrust.org/api/volumes/oclc/15792178.html.

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Taylor, Chris. "The geography of the 'new' secondary education market and school choice in England and Wales". Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30391.

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Since 1979 there has been a marked shift in the education system of England and Wales, and, in particular, in the provision and organisation of compulsory schooling. One of the key components of this shift was the introduction of Open Enrolment, which gave parents the opportunity to state a preference over the school they would like their children to attend. This study examines the secondary education system and specifically focuses on issues of equity in the 'new' education market, both in the process of parents choosing a school and the product, or outcome, of this new system on school admissions. This is done from a geographical perspective, and consequently makes comparison between different LEAs and different schools, urban and rural. Using Geographical Information Systems this study examines patterns of competition and choice based on pupil home postcodes and relates these patterns to the decision-making process of parents. This thesis presents the geography of the 'new' secondary education market and provides a conceptual framework that stresses the importance of the geographical context behind competition and choice. This research also shows that consideration of 'local' markets is necessary in aiding an understanding of the reforms, and that the outcomes of competition between schools tends to reflect their relative examination performances. However, it is also clear that parents from different socio-economic backgrounds are 'active' in the 'new' education market, which, consequently, has in the majority of cases prevented further social segregation of intakes, and has in some cases actually reduced social polarisation. There is a cautionary note to these findings since the study also shows that there are a small number of schools, which due to their extreme levels of popularity and unpopularity, have seen the socio-economic composition of their intakes change dramatically, increasing the social divide between these schools.

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Tate, Philip Alan. "A comparative study of school music between Central New Jersey U.S.A. and South East England". Thesis, Institute of Education (University of London), 2000. http://eprints.ioe.ac.uk/18891/.

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The aim of this study is to determine what similarities and differences exist between the provision, organisation and implementation of school music (years 7-9, grades 6-8) in Central New Jersey, U.S.A. and South East England. In addition two contingent questions address issues with respect to possible differences in the kind of musical activities experienced by students in general/class music lessons and the quality of those experiences. Comparative methods were reviewed and a research framework devised which enabled a systematic comparison of both national aspects of each country's music education curricula as well as the actuality of music classrooms. Prior to fieldwork, a review of documentary evidence relating to the development of music curricula in both America and England since 1900 took place. Comparative themes emerged as a result of this review and an appropriate context was set for subsequent fieldwork. A comprehensive survey form was designed for initial data collection. Analysis of survey data was followed by visits to selected schools from both samples. Observations of music lessons and interviews with teachers and students generated qualitative data enabling both new themes to emerge and an opportunity for triangulation of data. Swanwick's curriculum framework based on 'layers of musical understanding' was used to address issues of quality. Findings show that there are significant differences between the two systems in terms of provision, resources and organisation with resultant differences in the classroom musical experience of the students. Practical activity, especially composing, was more frequently observed in general/classroom music lessons in South East England. The quality of students' experiences was variable and there was a tendency for students and teachers in both countries to work at the `materials' layer of musical understanding. In contrast to South East England, evidence suggests there is considerable variation in the provision of general/class music for students in Central New Jersey.

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Saville, K. G. "Bilingual education planning through free school reform in England : a case study of new institutional development". Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1565524/.

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This study explores the extent to which free schools reform in England can facilitate innovation by considering how, and how far, parents and advocates of bilingual education have used this to establish state-funded bilingual primary schools. Currently little is known about either free schools or how markets foster language planning and the present thesis highlights not only the opportunities afforded to planners, but also the significant constraints encountered due to the compromises demanded by schools’ quest for legitimacy. Four case study campaigns were followed for six to twenty-one months, generating qualitative field notes, public document analyses, parent, leader and sponsor interviews alongside quantitative analysis of intake using the Annual Schools Census. Thematic analysis was informed by abductive engagement with the data in parallel with neo-institutionalist literature. Initial codes were clustered to form four analytic research strands, leading to four main findings. Firstly, institutional entrepreneurs and bricoleurs with significant networking skills and capital are key. For language communities without this, state-funded bilingual education is a distant dream. Secondly, for successful schools, the compromises needed mean such limited use of freedoms that they cannot be considered to offer bilingual education innovation. Despite this, founder parents’ power over language and location decisions means their language planning does appear innovative in the English context. Finally, to guarantee public legitimacy, campaigners carefully balance distinctiveness and mimesis by borrowing practices of the ‘best’ (often private) schools, leading to potentially socially segregating practices. However, early quantitative analysis of intake is inconclusive. The thesis ends by recommending that, to support innovation, the government should shelter new schools from statutory testing pressure. Sponsors should also be encouraged to support groups with less capital, in order to avoid the continued dominance of English monolingualism and reinforcing the perception of bilingual education as serving a niche elite in high status languages.

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Washington, Shaneé Adrienne. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District". Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.

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Thesis advisor: Lauri Johnson
This exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Williams, Molly K. "For God and Country: Scriptural Exegesis, Editorial Intervention, and Revolutionary Politics in First New England School Anthems". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511862418359819.

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Libri sul tema "New England Vocational School"

Pietsch, Susanne. The new craft school. Heijningen: Jap Sam Books, 2018.

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Hamilton, Philip K. New England School of Law. Charleston, SC: Arcadia Pub., 2008.

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Courtenay, Christina. New England rocks. Camberley, Surrey: Choc Lit, 2013.

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D, Morgan Robert, Kuther Tara L e Habben Corey J, a cura di. Life after graduate school in psychology: Insider's advice from new psychologists. New York: Psychology Press, 2005.

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Covin, Carol L. Covin's New England computer job guide. Arlington, VA: Vandamere Press, 1991.

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Paul, Wehman, a cura di. Transition from school to work: New challenges for youth with severe disabilities. Baltimore: Paul H. Brookes, 1988.

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D, Bragg Debra, a cura di. The new vocationalism in community colleges. San Francisco: Jossey-Bass, 2001.

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Ainley, Pat. From school to YTS: Education and training in England and Wales, 1944-1987. Milton Keynes: Open University Press, 1988.

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Laurel, Tumarkin, Browne Daniel 1978-, González Isabel e New York (N.Y.). Office of the Public Advocate., a cura di. Blue school, pink school: Gender imbalance in New York City CTE high schools. NY [i.e. New York City], NY: New York City Public Advocate, 2008.

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Bailey, Larry J. Working: Skills for a new age. Albany, N.Y: Delmar Publishers, 1990.

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Capitoli di libri sul tema "New England Vocational School"

Little, Chris. "The School Mathematics Project: Some Secondary School Assessment Initiatives in England". In New ICMI Study Series, 85–97. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-0980-4_8.

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Middleton, Stuart. "Secondary/Tertiary High School, Changing Student Experiences Through VET". In Reshaping Vocational Education and Training in Aotearoa New Zealand, 191–207. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_11.

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Stalder, Barbara E., Marlise Kammermann, Iris Michel e Marie-Theres Schönbächler. "Successful Integration of Refugees in Vocational Education and Training: Experiences from a New Pre-vocational Programme". In Migration, Education and Employment, 133–54. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41919-5_9.

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AbstractTo support refugees and temporarily admitted persons in their endeavour to access vocational education and training, the Swiss federal government and the cantons have launched the pre-apprenticeship to support integration PAI. Based on a multi-source mixed-method design with 432 participants and 184 employers, we describe the PAI programme and explore participants’ learning environments at the workplace and school, their individual characteristics, and their social environment. We investigate factors contributing to participants’ successful transition to regular apprenticeships by comparing participants who could secure an apprenticeship at the end of the PAI with those who did not. Results show that participants appreciated the learning in the workplace and school and felt well-supported by teachers and in-company trainers. They were highly motivated and had good performances, which the employers also confirmed. Those having secured an apprenticeship found their work more interesting, engaged more in learning, and had better learning outcomes than those with an uncertain pathway. We conclude that the PAI programme is a valuable means to foster the integration of refugees and temporarily admitted persons in vocational education and training and highlight factors contributing to the programme’s success.

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Avis, James, e Kevin Orr. "The New Professionalism: An Exploration of Vocational Education and Training Teachers in England". In International Handbook of Research in Professional and Practice-based Learning, 1099–124. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8902-8_40.

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Wagner, Cornelia, e Dina Kuhlee. "Performance Management, Quality Management and Leadership within German State School Administration? The Changing Agenda of Governance in Vocational Schools and its Effects on Teachers". In Governance in der Lehrerausbildung: Analysen aus England und Deutschland, 245–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-05894-4_15.

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Prasasti, Devita Dwi Annisa, e Luluk Ria Rakhma. "Differences in Vitamin C Intake Among Vocational School Students in the New Normal Era Based on Their Nutrition and Immunity Knowledge". In Advances in Health Sciences Research, 92–107. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-184-5_10.

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Oude Groote Beverborg, Arnoud, Maarten Wijnants, Peter J. C. Sleegers e Tobias Feldhoff. "Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research". In Accountability and Educational Improvement, 219–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_11.

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AbstractSchool improvement and educational change can be facilitated by learning through reflection, as this allows teachers to discover ways to develop and adapt to change. Higher levels of engagement in reflection have been found to be beneficial, but it is unclear from which everyday routine in engagement in reflection higher levels arise, and thus whether occasions to make knowledge explicit should be organized with a certain constancy. In this study, we therefore used a conceptualization of teacher learning through reflection as a situated and dynamic process in which available environmental information, learning activities, and professional practices are interconnected, and co-develop. Seventeen Dutch Vocational Education and Training teachers participated over a period of 5 months. We explored the use of daily and monthly logs as measurement instruments and Recurrence Quantification Analysis (RQA) as the analysis technique applied to the time-series generated from the daily logs. The findings indicated that teachers who make information from their working environment explicit more are also able to make new insights explicit more. The routine with which teachers make information explicit was found to be mostly unrelated to making new insights explicit. To reach their levels of engagement in reflection, some teachers organized opportunities to reflect with determined intervals, others seemed to recognize those opportunities as the working environment provided them, and some used a combination thereof. Moreover, the use of daily and monthly logs seemed to fit better to some participants than others. Only sometimes does organizing constancy in engagement in reflection seem to relate to the levels thereof. This study provides an example of how logs and RQA can be adopted to tap into professional learning as a dynamic and situated process in support of school improvement and educational change.

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Oda, Michiyo, Yoko Noborimoto e Tatsuya Horita. "Implications for Computer Science Curricula in Primary School: A Comparative Study of Sequences in England, South Korea, and New Zealand". In IFIP Advances in Information and Communication Technology, 641–52. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-43393-1_57.

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Lakkala, Suvi, Tuija Turunen, Merja Laitinen, Katja Norvapalo e Kaisa Thessler. "Does it Matter Where You Live? Young People’s Experiences of Educational Transitions from Basic Education to Further Education in Finnish Lapland". In Springer Polar Sciences, 97–112. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_7.

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AbstractThis chapter describes how young people living in small communities or rural areas in Finnish Lapland portray their educational transitions from primary to secondary school and further to upper secondary school and vocational education and training. The research data consists of 7 focus group interviews, which were attended by a total of 27 students. The research philosophy relied on a phenomenological approach in which the young people’s experiences were explored. The data analyses were conducted using the theory-led thematic analysis approach. According to the results, the transition phases resulted in changing roles and responsibilities for the students. The experiences included both positive and negative aspects. The students’ social relationships and supporting networks underwent changes, for example, the students were excited about whether they will develop new friends and their parents expected them to be more autonomous than before. Young people leaving their communities encountered diverse challenges. On the other hand, some of the young people who continued their studies in the small community were worried about their privacy and had a fear of stigmatisation. As an answer to the question set in the title of this chapter, we may conclude that it really matters where one lives during educational transitions.

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Spencer, Ruth Viola. "Improvement of Human and Environmental Health Through Waste Management in Antigua and Barbuda". In Fostering Transformative Change for Sustainability in the Context of Socio-Ecological Production Landscapes and Seascapes (SEPLS), 215–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6761-6_12.

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AbstractAntigua and Barbuda is currently experiencing an expansion in integrated waste management driven by local community groups. These events are catalytic and transformational, fit well into SEPLS methodologies, and contribute to many of the biodiversity targets and Sustainable Development Goals (SDGs). With waste being a direct driver of and major challenge for biodiversity, climate change and land degradation, many positive multi-dimensional impacts are being seen, realised and manifested that contribute positively to reducing land-based sources of pollution through community stewardship. Such local actions positively impact the sustainable management of natural resources and the protection of habitats. Likewise, they support land degradation neutrality, protection and safeguarding of the ecosystems that provide our soil, air and water resources, sustain livelihoods, and facilitate transfer of knowledge to children and youth.This attempt to pilot a circular economy approach is providing vocational and life skills training, as well as income generation for the local community, including new forms of capacity building and development, while reducing soil, water and air pollution. Public-private partnerships built through this project are motivating other groups to follow a similar path to biodiversity transformation. Changes in attitudes and behaviours, and the building of knowledge and capacities in the next generation, is taking place through school and community outreach programmes.The project has led to community empowerment in understanding that everyone has a role to play in sustainable development and that through collective actions, changes to improve public health can be made.

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Atti di convegni sul tema "New England Vocational School"

Mercer, Tim, e Jonathan Francis. "Education and Industry Partnership: A Case Study of Co-Delivery". In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16065.

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One of the essential elements for safe operation of a nuclear licensed site is the availability to the licensee in sufficient numbers of suitably qualified and experienced people to carry out and manage the operations and associated design work. In the last few years, there have been a number of reports to illustrate the recent and current problems of recruiting such people to work in the traditional locations for nuclear personnel in the North-West of England. Concern for the immediate future is exacerbated by a peculiar demographic of the people currently employed in positions demanding higher level skills. In response to the growing realization that there is an impending skills gap that needs to be filled, Sellafield Limited’s Talent Management team (and latterly with support of the NDA) have been working with a number of education and training providers to put in place bespoke courses aimed at overcoming this shortage. In the absence of a steady stream of willing graduates from technical and management courses, the primary strategy has been to encourage life-long learning and up-skilling amongst its employees, targeting those who, for whatever reason upon leaving school, missed their opportunity to study and progress to train at a high level, but who possess that potential and have now developed a keenness to proceed with that study in later life. One Foundation Degree has been selected for development of a unique approach to higher education. The work of University of Central Lancashire and its West-Cumbrian education and training partners has featured as a case study in other media, but this paper reports on a fresh development within that work: co-delivery. Co-delivery relates to a partnership of educationalists and industrialists, with an emphasis on industrial numbers on the course development steering group. The means by which a significant proportion of the course is strongly workplace related are presented and the benefits and problems that this introduces are discussed. The course uses the industry as a vehicle to communicate concepts and develop problem-solving skills. Rather than the major vocational aspects being confined to just a few ‘workplace’ modules, the industry permeates all modules and co-delivery is part of a good many. A report is also made on the areas of provision where the major capability and expertise is located in just a few industrialists; and how that aspect is learned within a co-delivery course.

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Krystof, David, e Petr Adamec. "AREAS OF EVALUATION OF VOCATIONAL HIGH SCHOOL TEACHERS". In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0412.

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Szőköl, István, Branislav Pupala e Ondrej Kováč. "KEY COMPETENCES OF A SECONDARY VOCATIONAL SCHOOL GRADUATE". In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0009.

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Bass, R. A. Daniel, e Michael O’Rourke. "Observations of Snow Load Effects on Four School Buildings in New England". In Structures Congress 2017. Reston, VA: American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784480397.026.

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Maltsev, Aleksey, Tatjana Kasyanova, Olga Zakrevskaya e Larissa Zubova. "VOCATIONAL TRAINING FOR SCHOOL STUDENTS: FROM THE TEACHER’S POINT OF VIEW". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0147.

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Serafin, Cestmir. "DECISION-MAKING PROCESS OF SECONDARY VOCATIONAL SCHOOL GRADUATES WHEN CHOOSING COLLEGE". In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0154.

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Smékalová, Lucie, e Karel Němejc. "TRANSFERABLE COMPETENCIES OF STUDENTS IN TECHNICAL FIELDS AT A SECONDARY VOCATIONAL SCHOOL". In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1695.

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Yamamoto, Fernanda. "INTEGRATED TECHNICAL/VOCATIONAL TRAINING IN SECONDARY SCHOOL: DEVELOPMENT OF AN INNOVATIVE CURRICULUM". In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0319.

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Greany, Toby. "A New Economy of Knowledge: Responses to the Marketization of School Improvement Services in England". In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578169.

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Zatti, José Pablo, e Maria da Graça Nicoletti Mizukami. "THE CONTRIBUTION OF LEARNING SEQUENCES DESIGN FOR TEACHER PROFESSIONAL DEVELOPMENT IN HIGH SCHOOL VOCATIONAL EDUCATION". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end026.

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"This article, generated from the thesis presented in the Master's Program in Education, Art and History of Culture at Mackenzie Presbyterian University (São Paulo – Brazil), refers to research intended, through the analysis of a teaching learning process related to performance in Technical High School, to verify the contribution of learning sequences design as a formative strategy to the professional development of teachers in this context. To support the analysis, we mainly adopted Carlos Marcelo Garcia's studies on teacher professional development and the formal and informal process of learning to teach. In his investigations, the author draws attention to the potential of learning sequences design as a strategy focused on the construction of pedagogical content knowledge and teachers’ professional identity. We were also supported, among other authors, by Lee S. Shulman's work on the knowledge basis for teaching, as well as Donald A. Schön’s studies on the reflective practice inherent in teaching. The research was conducted with a team of teachers from the São Miguel Paulista branch at Senac São Paulo, a professional education institution with a wide presence throughout Brazil. The team of educators was made up within the implementation framework of the IT Technical High School (EMED), a course characterized by its interdisciplinary curriculum. Through the analysis of statements collected from surveys and the examination of reports produced during these teachers’ continuing education process, their various experiences of formal and informal learning at different moments of their training course were recognized, as well as their perceptions regarding the impact of those experiences on teaching learning and teaching practice itself. It is worth mentioning that the period analyzed begins in their first contact with the school (still as candidates in the selection process) and goes up to the conclusion of their first working year at the institution. In this context, and from the information and statements collected, the experiences characterized by the design of learning sequences were described and analyzed with regard to their incidence in their professional development, resulting in the recognition, based on the point of view of educators participating in the research, of the relevance of each activity performed, the main learning process generated, the main challenges and difficulties faced and the possibilities of process improvement."

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Rapporti di organizzazioni sul tema "New England Vocational School"

Doran, Helen, Louise Skowron, Nick Roberts, Avindri Chandraharan e Charlotte Evans. School Food Standards Compliance Pilot: Discovery and Feasibility Research. Food Standards Agency, novembre 2023. http://dx.doi.org/10.46756/sci.fsa.evh922.

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Back to search Last updated: 21 November 2023 View as PDF(Opens in a new window) Print this page Area of research interest: Innovative regulator Project status: Completed Project code: FS431091 Authors: Kantar Public Conducted by: Food Standards Agency, Kantar Public, Department for Education Date published: 21 November 2023 DOI: https://doi.org/10.46756/sci.fsa.evh922 (Opens in a new window) The Requirements for School Food Regulations 2014 (Opens in a new window) in England (known as the ‘School Food Standards’), are mandatory for all maintained schools, including academies and free schools. There is little available evidence on how schools implement the School Food Standards. To address this, the Department for Education and the Food Standards Agency with support from the Office of Health Improvement and Disparities commissioned this research to support the School Food Standards Compliance Pilot. The purpose of this pilot was to test if Food Safety Officers could carry out a School Food Standards check to identify potential non-compliance with the School Food Standards alongside food hygiene inspections. The pilot launched in September 2022 across 18 local authorities and the FSA has published two reports on the findings: School Food Standards Compliance Pilot: Discovery Research - this report focuses on the findings of the pre-pilot phase, the ‘Discovery Phase’, that ran from June to August 2022. School Food Standards Compliance Pilot: Feasibility Research - this report focuses on the findings of the second phase of the pilot known as ‘Feasibility Study Phase 1'. Research is currently underway to explore the feasibility of an updated pilot design known as ‘Feasibility Study Phase 2.’ This report will be published in Spring 2024.

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