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Artykuły w czasopismach na temat "Higher secondary schools"
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Woo, Louis K. "The Shortage of Mathematics and Science Teachers: Lessons From Higher Education". Educational Evaluation and Policy Analysis 7, nr 4 (grudzień 1985): 383–93. http://dx.doi.org/10.3102/01623737007004383.
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In higher education, shortages of faculty members in engineering and business schools are considered extremely serious. Similar conditions of shortage exist in elementary and secondary schools in the mathematics and science teacher market. This paper examines what strategies are employed by the higher education institutions and whether these strategies can provide some options for elementary-secondary schools. What we have found is that the basic parallel between elementary-secondary schools and higher education should not be overdrawn. More nonsalary options are available to address the market shortages at the university level than at the elementary-secondary level. Accordingly, the situation of elementary and secondary schools is considerably worse. Even so, it is interesting to see the degree to which all the adjustments at the university level still leave shortages that must be remedied through salary differentials and other benefits. Therefore, it is difficult to see how elementary and secondary schools, with fewer nonsalary options, can effectively deal with the shortage conditions without wage and benefit adjustments.
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Raudenbush, Stephen W., Brian Rowan i Yuk Fai Cheong. "Higher Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences". American Educational Research Journal 30, nr 3 (styczeń 1993): 523–53. http://dx.doi.org/10.3102/00028312030003523.
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PJ, Fr Thomas, i G. Visvanathan. "Leadership Behaviour Of The Heads Of Higher Secondary Schools In Kerala". Ushus - Journal of Business Management 8, nr 2 (10.06.2009): 46–54. http://dx.doi.org/10.12725/ujbm.15.5.
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Leadership is the ability to inspire confidence and support individuals who need to achieve administrative goals. Leading is the major role of the Head of an institution. Leadership is expected to deal with change, inspiration, motivation, and influence. Task and relational behaviours of the Heads of higher secondary schools should equally be embedded for effective administration. Therefore an attempt has been made to ascertain the leadership behaviour of the Heads of higher secondary schools in Kerala. The investigators used simple random sampling technique for selecting the sample of 1500 higher secondary school teachers to study the leadership behaviour of the Heads. The main objective of the study is to find out whether there is any significant difference in respect of leadership behaviour of Heads of higher secondary schools with respect to gender, locality and type of management. This study revealed that there is significant difference between male and female Heads of higher secondary schools with respect to their leadership behaviour and no significant difference is found between rural and urban Heads, government and private higher secondary school Heads with respect to the leadership behaviour. It is found that male heads of higher secondary schools have higher leadership behaviour. Therefore female heads of higher secondary schools should be suitably trained for effective leadership behaviour
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Domina, Thurston. "Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood". Educational Evaluation and Policy Analysis 29, nr 3 (wrzesień 2007): 200–217. http://dx.doi.org/10.3102/0162373707304995.
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The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.
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Bullough, Robert V., i Don Kauchak. "Partnerships Between Higher Education and Secondary Schools: Some problems". Journal of Education for Teaching 23, nr 3 (październik 1997): 215–34. http://dx.doi.org/10.1080/02607479719972.
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Johnraj David, D., i Mr Muthupandi. "Influence of Social Media Activities on Higher Secondary Students". Shanlax International Journal of Education 9, nr 4 (1.09.2021): 414–18. http://dx.doi.org/10.34293/education.v9i4.4279.
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Social media is a convenient network of communication for people nowadays. This study is an attempt to examine the application and usefulness of social media activities in academics. The main objective of the study is to find out the level of social media activities of the higher secondary students concerning gender, class, locality of the school, and types of school. The sample size for the study comprised 707 students. The investigator used the social media activities scale prepared and validated by D.Johnraj David and Dr.P.Muthupandi. A Simple random sampling technique was used to collect the sample from various schools. Data was analysed through mean, standard deviation, and “t” tests. The findings of the study indicate that (i) male students have significantly higher use of social media activities than female students (ii)students studying in XII standard have significantly higher use of social media activities than students studying in XI standard students (iii) urban locality school students have significantly higher use of social media activities than rural locality school students(iv) students studying in aided schools have significantly higher use of social media activities than students in unaided schools.
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Ghosh, Bishwarup, i Goutam Panigrahi. "Identifying the Factors Affecting Performance of Secondary and Higher Secondary Schools in India". Journal of Engineering and Applied Sciences 14, nr 1 (10.12.2019): 68–75. http://dx.doi.org/10.36478/jeasci.2019.68.75.
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Ms. Minakshi Rabha, Dr Moyuri Sarma,. "An Investigation on Attitude Towards Learning Mathematics Among Higher Secondary School Students". Psychology and Education Journal 58, nr 2 (20.02.2021): 6393–98. http://dx.doi.org/10.17762/pae.v58i2.3165.
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While assessing mathematics performance, attitude towards mathematics and Mathematics learning are frequently cited as factors contributing to success. The present study has been conducted to investigate students’ attitude towards learning mathematics in the higher secondary schools of Assam, India. It is sought to understand the influence of Gender and School Environment (Government and Private) in the study of the subject Mathematics. ATMS (Attitude Towards Mathematics Scale), developed by Dr. S. C. Gakhar, and Dr. Rajni was used to find out the attitude of students towards learning mathematics and their achievement in mathematics both in terms of gender as well as school management pattern. Out of a population of 340 students studying at the higher secondary (10+1) level in the Balijana Block of Goalpara District, a sample of 102 students (56 boys and 46 girls) were selected through Stratified Random sampling technique. One Provincialized, one Government and two Private schools were selected based on purposive sampling technique. The achievement of the students in Mathematics at higher secondary level depends on the gender of the students. The study revealed that achievement level of the male students in Mathematics at higher secondary level is more than that of their female counterparts. The achievement of the students in Mathematics at higher secondary level depends on the school environment. The achievement level of the students in private schools is better than the Government schools. The male students show more positive attitude towards learning Mathematics than the female students. Among the eight components, in few components students of Government schools show more positive attitude than Private schools. Whereas, in some components students of Private schools show more positive attitude than students of Government schools. Therefore, attitudes towards mathematics can be developed through encouraging students and motivating them for learning through constructivism and innovations. Teachers, school environment and home environment should be conducive and shouldn’t hamper students’ mathematical performance throughout their schooling
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In Chief, Editor. "Physical education and sports in higher educational institutions". Health-saving technologies, rehabilitation and physical therapy 1, nr 1 (23.04.2014): 1–252. http://dx.doi.org/10.58962/hstrpt.2014.1.1.1-252.
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The collection presents articles on the problems of constructing sports training, theoretical, methodological, medical, biological, psychological and pedagogical problems of physical education and sports, rehabilitation and physical therapy, theoretical and methodological bases for the development and improvement of technologies for maintaining health by means of physical culture and sports and physical therapy.
For postgraduate students, doctoral students, masters, coaches, athletes, physical therapists, rehabilitologists, teachers of secondary schools, teachers of secondary schools.
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In Chief, Editor. "Physical education and sports in higher educational institutions". Health-saving technologies, rehabilitation and physical therapy 1, nr 1 (23.04.2015): 1–202. http://dx.doi.org/10.58962/hstrpt.2015.1.1.1-202.
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The collection presents articles on the problems of constructing sports training, theoretical, methodological, medical, biological, psychological and pedagogical problems of physical education and sports, rehabilitation and physical therapy, theoretical and methodological bases for the development and improvement of technologies for maintaining health by means of physical culture and sports and physical therapy.
For postgraduate students, doctoral students, masters, coaches, athletes, physical therapists, rehabilitologists, teachers of secondary schools, teachers of secondary schools.
Rozprawy doktorskie na temat "Higher secondary schools"
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Williams, George M. "Machiavellian Attitudes Acknowledged by Principals of Tennessee Secondary Schools". Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2827.
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The purpose of this study is to determine the level of Machiavellian attitudes acknowledged by secondary school principals as measured by the Mach V Attitude Inventory Scale. The data were collected from an ex post facto survey of 169 public and nonpublic secondary school principals, grades 9-12. Principals completed the Mach V scale and a 13-item demographic survey. Sixteen research questions were formulated to examine the relationship among the variables which produced seventeen null hypotheses. Of the seventeen null hypotheses, four were found to be significant and thirteen were nonsignificant. A review of the descriptive data indicated that the majority of Tennessee secondary school principals acknowledge low-Machiavellian attitudes. In addition, the data indicated that the gender of the principals reflected a significant difference in Machiavellian attitude. Significant differences were found in the subgroups of views, morality, and tactics based on their total Machiavellian score. The descriptive data were generated by using a frequency distribution, t-tests for independent means, and one-way analysis of variance. The following conclusions of the study are offered: (1) Principals acknowledge that they possess low-Machiavellian attitudes. (2) The findings of this study are parallel with those of Christie and Geis who found that educators tend to be low-Machiavellian. (3) Female principals are more Machiavellian than male principals. (4) leadership at exemplary secondary schools is not provided by high-Machiavellian principals. (5) On the basis of the demographic information, a typical secondary school principal is defined as follows: a male Caucasian who has served 1 to 7 years as a public school principal and has 24 to 31 years of educational experience and who is satisfied with his position, serves an appointed superintendent, and desires to remain in his position as principal. (6) Based on the high rate of return and the even distribution of responses from the three areas of East, Middle, and West Tennessee, the results of the survey are descriptive of all secondary school principals. In addition, the even distribution and rate of return indicate that principals are interested in responding to research studies involving leadership attitudes. (7) Low-Machiavellian principals are serving superintendents who were appointed. (8) The subscores of views, morality, and tactics reflect a level of Machiavellian attitudes similar to the total Machiavellian scores of Tennessee secondary school principals, indicating that the Mach V Attitude Inventory Scale is a valid instrument for measuring Machiavellian attitudes.
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Repetylo, Anna H., i n/a. "Factors influencing retention rates in secondary schools within the Wollongong region". University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061107.122538.
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Throughout the 1980s, there was a trend in Australia towards increased
participation rates in post-compulsory education. This study examines factors that
influence Year 12 retention rates in four Government secondary schools within the
Wollongong Sub-Region. Factors that were thought to influence students to continue
to Year 12 and sit for the New South Wales Higher School Certificate Examination
included those related to Gender, Socio-economic (relating to occupation of parents,
government financial assistance, and language background), Educational and Career.
The study involved surveying over 400 Year 10 students in four schools by
questionnaires. These schools were chosen for their geographical location and to
include two schools with a history of high retention rates and two schools with low
retention rates.
The questions in the survey were incorporated with a larger survey conducted
in 1989 by the Faculty of Education at the University of Wollongong under the coordination
of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers
advice and industry attitudes towards female students in non-traditional study and
work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after
seeking recommendations from students, teachers and the NSW Department of School
Education Research Group, the survey was administered in 1989.
The study used descriptive research methodology, and Chi-square analysis
was used to establish significance levels in the data.
With regard to gender, the data clearly demonstrated that female students were
more inclined than male students to stay on to Year 12, and have positive reasons for
their decision.
Concerning Socio-Economic factors, the results of this study showed that
students whose parents have a professional background are more likely to stay on to
Year 12. In addition, the achievement of the Higher School Certificate as a preIV
requisite for further study was a strong motivating factor for students staying on to
Year 12. However, students in receipt of Austudy did not appear to relate in a
statistically significant manner with any of the factors that influence the student to stay
on to Year 12. As well, no statistical inference could be drawn from intention to sit for
the HSC and the language most used at home by parents.
With regard to educational factors, the responses from each of the four schools
surveyed showed a high percentage (82 to 85%) of students intending to stay on to
Year 12 and sit for the HSC examination. None of these schools had an appreciably
higher proportion of students intending to sit the HSC exam. However, it was found
that students from one particular school were more likely to undertake further study
and students from this school had a high percentage of both parents with a
professional occupation than any other school.
The findings relating to career factors showed that students who have a
professional career in mind are more likely to proceed to Year 12. It was also found
that students who had school work experience in a professional occupation were more
likely to proceed to Year 12.
The study relates the survey findings to the research literature in Australia, and
also includes a discussion of the limitations of the survey.
3
Kinley, Gyeltshen Wee Rawang. "Opinions of teachers and school management board on management of higher secondary schools in Thimphu Bhutan /". Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838017.pdf.
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Beauregard, Joshua M. "The Causal Impact of Attending High Tech High’s High Schools on Postsecondary Enrollment". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519639.
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In recent years, a small but growing number of empirical studies have examined the causal impact of attending charter schools on academic achievement (Betts and Tang, 2011). In assessing achievement, researchers have focused on short-term, educational outcomes such as student results on state-mandated exams. To date, little research has examined how charter schools impact educational outcomes over the medium- and long-term.
I examine the causal impact of attending High Tech High (HTH), a well-established charter school network of 12 schools based in San Diego, California, on postsecondary enrollment. I find that attending HTH in high school increases the likelihood of enrollment in a four-year college by 10.9 percentage points and decreases the likelihood of enrollment in a two-year college by 11.2 percentage points. This observed shift suggests that HTH effectively prepares its students to apply, gain admission, and/or ultimately attend four-year colleges over two-year colleges.
My study also speaks to the question of who applies to charter schools. I find that the postsecondary enrollment rate among those who apply but are not admitted to HTH is roughly 12 percentage points higher than the overall rate among graduates of high schools managed by the San Diego Unified School District (SDUSD). This observation suggests that the composition of students and families who apply to HTH in high school and those who attend district-managed high schools in SDUSD differ in ways that likely influence their propensity of enroll in postsecondary education.
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Woods, Christopher. "New dogs old tricks : the influence and impact of learning styles preferences on the learning and development of PGCE English trainees". Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/191799/.
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This thesis examines the learning styles preferences of secondary PGCE trainees (n=316) using a mixed methods approach. Having reviewed the literature, it builds meaningfully on the relatively little that is known about the learning styles preferences of trainee secondary teachers in England. Its originality lies in the way it then explores the ‘lived experience’ of trainee English teachers (n=12) in relation to their self-reported learning styles preferences over a nine month period. Using data from Felder and Solomon’s (1994) Index of Learning Styles (ILS) questionnaire, it considers whether the learning styles preferences of English, mathematics and science trainees differ according to subject specialism. Subsequently, using a series of three in-depth phenomenologically based interviews, it examines the learning journeys of the English trainees and considers to what extent their learning styles preferences impact on their learning and development as teachers. Quantitative analysis of the data from the ILS questionnaire, using descriptive statistics only, indicates that there are ‘typical’ and ‘atypical’ learning styles preferences for trainees in different subject disciplines. In particular, these can be seen in relation to the sensingintuitive and the visual-verbal learning styles dimensions of the ILS. Qualitative analysis of the interview transcripts indicates that the learning styles preferences of the English trainees consistently shape their attitudes towards/and experience of learning and development. The influence of their learning styles preferences is apparent in their memories of prior education and learning, their evaluations of university and school based teacher training and the choices they make as teachers in the classroom. The thesis concludes by making a number of suggestions for future research. It also offers several recommendations about the effective use of information about learning styles preferences for policy makers, initial teacher educators and providers of continuing professional development.
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Khan, Rubina. "An evaluation of the writing component of the higher secondary English syllabus in Bangladesh". Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36399/.
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This evaluation study sets out to investigate the effectiveness of the writing component of the Higher Secondary Certificate (HSC) English syllabus in Bangladesh. The aims of the research were (i) to discover the needs and problems of students with regard to writing; and the purposes for which they need to communicate in writing in English; (ii) to identify their strengths and weaknesses in different aspects of writing; (iii) to gather perceptions of teachers and students on the writing process and to compare these with actual classroom practice with a view to characterising the approach to the teaching of writing in the Bangladeshi HSC context; (iv) to collect views on the syllabus and textbook and to determine if there was a match between student needs and the syllabus; and (v) to suggest recommendations for improving writing skills in the classroom. This thesis is divided into nine chapters. Chapter 1 sets the context of the study by presenting its objectives, significance and research questions. A brief account of the history of the Revised English Syllabus is also presented. Chapters 2 and 3 contain reviews of the literature relevant to the field of writing and evaluation. Chapter 2 examines writing as 'composing' and 'text' and the different approaches to writing pedagogy. Findings from a couple of studies on the implementation of the process approach in different contexts are also presented. Chapter 3 explores the different approaches to evaluation and provides the framework for this evaluation study. The design features and the procedures employed in the study are given in chapter 4. To achieve methodological triangulation a series of instruments was used as well as data collected from a range of stakeholders. For the purposes of this study a marking scheme was designed to analyse the writing samples of students. Chapters 5 to 7 present and analyse the data. More specifically chapter 5 deals with the analysis of findings about the writing process, i.e. the collation of perceptions and the actual practice of writing in class. Chapter 6 examines the purposes, needs and problems of learners with regard to writing and also concentrates on the evaluation of the HSC writing syllabus. The analysis of students' Writing Tasks and the Examination Compositions are dealt with in chapter 7. Chapter 8 focuses on the discussion of the findings, followed by recommendations. In addition, a discussion on the socio-cultural appropriateness of borrowing western methodologies for local contexts is also highlighted. Finally, a summary of the main results from the empirical evaluation study and their implications are presented in chapter 9. The limitations of the study are also acknowledged in this last chapter. The findings of the study revealed a disparity between students needs and what the HSC writing syllabus contains, and its actual implementation in the classroom. The teachers adopted an approach to writing which was overridingly form-focused and hence, product oriented. They performed roles which were traditional e.g. the teacher as purveyor of knowledge and evaluator. Teachers lack training in areas specific to the development of writing skills and are unaware of recent developments in writing approaches. There was no evidence in this study of promoting or encouraging the strategies of skilled writers in the classes observed. This study has contributed to the documentation of curriculum evaluation studies in the context of Bangladesh, as well as frameworks for the assessment of writing skills for use in this context. An awareness has been raised about the hindering and helpful factors in bringing about change and general caution is suggested in the making of foreign methodologies appropriate to the local Bangladeshi situation. Based on the findings of this study, recommendations are also made in relation to curriculum development and pedagogy.
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Talbi, Mohammed Tahar. "An information processing approach to the investigation of mathematical problem solving at secondary and university levels". Thesis, University of Glasgow, 1990. http://theses.gla.ac.uk/6569/.
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This thesis contains ten chapters: three of them are background literature and five have resulted from practical work during the whole period of the research. Chapter 9 is an attempt to extend the idea of the demand of a task, while the last chapter contains conclusions and suggestions for further research. In Chapter 1, the theories of Piaget, Gagne and Ausubel are described and compared with each other. Piaget's stages of intellectual development and how learning processes take place are described and explained. The contribution of the theory in the domains of curriculum, teaching Piagetian tasks as subject matter and matching instruction to development stages is stressed. However, the serious challenges to the theory are (i) horizontal decalage phenomenon, (ii) relating stages with age, (iii) assessing competence and readiness. Gagne's model of an hierarchy of learning comes from theories of transfer. It is built from the top down. The conditions of learning are internal and external and ranged from signal learning to problem solving. The learning process is based on associational chains. The difficulty of the model comes from the nature of a learning hierarchy and its validation. Ausubel's theory of meaningful learning is based on what the learner already knows. It is built up from seven elements which range from meaningful learning to the advance organizer. Meaningful learning occurs as a result of interaction between new and existing knowledge and its variation is due to the growth of differentiation and integration of relevant items in cognitive structure. Failure in learning may occur in situations such as those of conflicting ideas and forgetting. In Chapter 2, Information Processing Theories of Learning are described and the justification of these theories as a fourth paradigm to guide thinking about research is stressed. A model of human memory is given and the components of memory and their features are listed. Stress is placed upon the memory processes and their levels, organization of knowledge, working memory and chunking as a remedy for overload. Two examples of these theories are given namely Neo-Piagetian Theory and the Predictive Model of Holding-Thinking Space. The main goal of the former is to make Piaget's theory functional not just structural. The latter relates performance to the amount of information to be processed in learning and problem solving. This model is applied in both University and Algerian samples. This can be found in Chapter 3. In Chapter 4, the field dependent-independent cognitive style is considered as an important factor affecting performance. The differences between field dependent-independent people may be related to the perceptual field, selected information and the level of guidance. The reason for these differences may be due to the way in which information is both analysed and represented in memory. The practical work has been done with both University and Algerian samples. In Chapter 5, some other factors are described. Most of them are concerned directly with the subject matter. The activities involved in learning mathematics are classified and attention is given to Polya's version of heuristic strategies. The concept of understanding is considered as a basic goal of education and its meaning is given in three different aspects. Most attention is given to the third one, which is known as alternative framework or misconception. The levels of understanding of Skemp are defined and their goals are stressed. The causes of learning difficulties in mathematics are listed, while the different forms of mathematical language are described and their effect on learning is noted. In Chapter 6, the analysis of Paper I (multiple-choice questions) has been done for preliminary Examination of four Scottish schools (a fifth school used only traditional questions). The experimental work is concerned with language, formulation and type of question.
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Asghar, Jabreel. "Critical investigation into a textbook for actual and potential uses in Pakistani higher secondary education". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3612/.
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Morgan (1997:16) observes that any form of education aims to bring about changes in students. It must, therefore, have in view both what an educated person should be and the ideal society to whose relationship they will contribute. Such educated individuals will presumably contribute to the betterment of their society insofar as adjustments to their status quo are desirable. In line with Morgan, this study has suggested that disempowered learners in Pakistani higher secondary classroom, by taking the ownership of their learning, can emerge as independent critical thinker with a better perception of the world. This study has explored how conservative pedagogical treatment affects the learners’ understanding of texts by disempowering and having them either misperceived or incomplete information. The study has proposed an alternative route to learning which might ensure a more effective impact on the learning process and the learning outcome. For this purpose, the study critically analyses the texts of a Pakistani higher secondary English textbook to investigate how ineffective treatment of these texts influences the learners’ perception of the world and their learning outcome. The critical discourse analysis complements a questionnaire survey followed by interviews with the learners to gauge their level of understanding of the texts in line with the goals and objectives set by the national curriculum of Pakistan. Following a critical paradigmatic pattern, the study not only points out the problem but also comes up with a change agenda by advocating the case for critical pedagogy for these learners. The study proposes sample material to support how adding a critical dimension to the existing English syllabus may well achieve better results in term of academic accomplishments, in addition to broadening the learners’ vision, and preparing them to face the rapidly changing and growing world of the 21st century.
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Lawson, Hilary. "Young people constructing identities in the transition to higher education". Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6287/.
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The research is a study of 12 young people constructing identities in the transition between sixth form college and university. Identity is conceptualised as fluid and self-reflective. Giddens' (1991) work on the reflexive project focuses on both narrative and reflexivity in the construction of identity, and this research uses the tool of narrative to capture the subjective experiences of the young people. Narrative methodology is shown to produce rich and detailed data and it both constructs as well as captures stories. The research process itself becomes part of the young people's identity work. The young people are embedded in a social and historical context of late modernity and I endeavour to interrogate how structural forces shape and constrain identities. Some analysis of agency and choice in relation to identity is forwarded. The research findings foreground the student identities of the young people and explore what being a student means for the young people. Being in transition and issues of liminality are associated with this student status. The nature of transition is interrogated drawing on literature from anthropology and psychoanalytic theory among others. Transition is experienced by the young people as a space of betwixt and between-ness which has four particular effects on identity. Firstly, transition encapsulates a quality of temporality which concerns both the present and the future. It pushes the young people to conceive of making the transition to university as an opportunity to make a ‘fresh start', and the new identity is future-oriented; transition shapes future as well as present selves. Secondly, transition disrupts the normal flow of life and often involves choice-making. Making choices, particularly those which will have future implications, brings identity into sharp relief through reflexive processes. Thirdly, transition to university involves moving into a broader landscape bringing encounters with a wider range of people. This forces issues of similarity, difference and otherness into the frame. Identities are reflexively constructed through understanding of similarity and difference, and transition provides the space where the young people are faced with both possibilities and limitations. On the one hand the broad social mix of university students provides an awareness of heterogeneity that the young people had not experienced before, with all the potential for new identities this opens up. But on the other hand, butting up against otherness and difference in this way solidifies and limits identities. Fourthly, transition precipitates mechanisms for connectedness. Connectedness- that is, the all-pervading and on-going relating with others; peers, friends and family- dominates the narratives of the young people and is significant in both social capital and support, and also identity. Cross-gender friendships are prevalent and are shown to have significant effects on identity. The role of emotion in social interaction is also analysed drawing on concepts of emotional capital and emotional literacy. Links are made between emotion and narrative and the place of emotions in the research process is also discussed. Giddens' work on identity emphasises the role of reflexivity and yet the concept is not well analysed. Professional discourse is drawn on to open up the concept. The different ways the young people engage in reflexivity are demonstrated and reflexivity is found to be both contextdependent and also related to self-learning. The need for reflexivity is also applied to the research process. Narratives are co-productions and research authenticity calls for transparency and reflexivity of the researcher.
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Oomen, Anna Maria Francisca Adriana. "Parental involvement in career education and guidance in senior general secondary schools in the Netherlands". Thesis, University of Derby, 2018. http://hdl.handle.net/10545/623103.
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This research examines the involvement of the parents of secondary school children in career education and guidance (CEG). It is based on a secondary analysis of existing data from a research project I was involved in. This initial research evaluated the impact of a parent-involved career intervention, 'Parents Turn', in which six career teachers delivered four successive sessions to parent(s) accompanied by their child in the third or fifth year of their secondary school (HAVO) in the Netherlands. The study is important both to the field and to practitioners. Examples of parentinvolved career intervention in CEG are limited, scantily researched, and most were not sustained, which may explain why knowledge on involving parents in CEG is underdeveloped. I discuss these gaps in the evidence by providing an overview on the literature on parental influences and roles in their child's career development, an international inventory of and taxonomy for parent-involved, school-based career interventions, and providing relevant knowledge on parental-involvement in education in general. I then present new analysis of data collected by an earlier evaluation of the 'Parents' Turn' intervention. My secondary analysis approaches this data with new research questions, in-depth analyses and a non-parametric methodology. I integrated the quantitative and qualitative results to understand who was involved in the intervention, why, and whether the impact differed for the learning of parents with and without higher education (HE) qualifications. I also sought to understand the role of the school in the intervention. The findings suggest that a school-initiated career intervention involving parents, in the form of family learning and community interaction, can build and enhance parents' capacity to be involved in and support the career development of their child: their knowledge and skills, parental self-efficacy and parental role-definition. However, the career intervention works differently for parents who have different levels of HE level attainment. Lower-educated parents seem less aware of the consequences of early educational decisions in their child's career and also have different needs for being involved in the career intervention compared to highereducated parents. Despite the impact of the career intervention on their parental capacity, lower-educated parents remain unsure as a parent of how to make use of gained information, guidance and support tools. Third-year (14-16-year-olds) parents' information and support needs are the greatest and they are open to changing their attitude to grant their child autonomy in managing their own career development. The study also finds that features of the present school system are major barriers to sustaining the intervention. Recommendations for policies and practice at school level are offered. A more focused public policy for parental involvement in career education and guidance in secondary schools could both improve the efficiency of the education system and combat social injustice.
Książki na temat "Higher secondary schools"
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Pat, Triggs, red. Reflective teaching in secondary education: A handbook for schools and colleges. London: Continuum, 1997.
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Borman, Kathryn M., Spencer Cahill i Bridget A. Cotner. Handbook of American high schools. Lanham, Md: Rowman & Littlefield Education, 2008.
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P, Williams Mary, Georgia HBCU Multidisciplinary Center for Gerontology i United States. Administration on Aging, red. A directory of gerontology course offerings in Georgia's post-secondary schools. [Atlanta, GA]: Georgia HBCU Multidisciplinary Center for Gerontology, Morehouse School of Medicine, 1994.
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T, Downey Matthew, i National Council for the Social Studies. Special Interest Group for History Teachers., red. History in the schools. Washington, D.C: National Council for the Social Studies, 1985.
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Ofsted, red. Partnership: Schools and higher education in partnership in secondary initial teacher training. London: Ofsted, 1995.
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Western Australia. Visual Arts Education Review. A review of post secondary visual arts education in Western Australia. Nedlands: Western Australian Post Secondary Education Commission, 1985.
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Pat, Triggs, red. Reflective teaching in secondary education: A handbook for schools and colleges. London: Cassell, 1997.
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Philip, Henry L. The higher tradition: A history of public examinations in Scottish schools and how they influenced the development of secondary education. Dalkeith: Scottish Examination Board, 1992.
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J, Campbell Paul, i Grinstein Louise S, red. Mathematics education in secondary schools and two-year colleges: A source book. New York: Garland Pub., 1988.
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Leist, Susan R. Mondschein. Writing to teach, writing to learn in secondary schools. Lanham: University Press of America, 2006.
Znajdź pełny tekst źródłaCzęści książek na temat "Higher secondary schools"
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Masakale, Marethabile Mapitso Ignatia, Michael Bell i R. John Halsey. "Preparing Teachers for Rural Secondary Schools in Lesotho". W Publishing Higher Degree Research, 85–92. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_9.
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Sergey, Kosaretsky, i Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics". W Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
Pełny tekst źródłaStreszczenie:
AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Sergey, Kosaretsky, i Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics". W Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
Pełny tekst źródłaStreszczenie:
AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Basile, Carole G. "Arizona State University: A Learning Enterprise Supporting P-12 Education in the COVID-19 Pandemic". W Knowledge Studies in Higher Education, 287–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_19.
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AbstractAlthough no one was fully prepared for a pandemic in 2020, Arizona State University was ready and able to respond. As the COVID-19 virus began to spread across the world, ASU began moving university students to remote learning environments. As K-12 schools began to close across the nation, ASU disseminated elementary- and secondary-level educational resources and created hybrid learning opportunities for students of all ages.Three distinct categories of action defined the university’s response to COVID-19: Direct provision of education to P-12 learners Provision of human and intellectual capital (people and ideas) to P-12 schools Curation and provision of free educational resources to learners, families, and schools Many of the existing long-term commitments being pursued by various ASU units had helped the university develop capabilities that could immediately be applied to help elementary and secondary learners and the education professionals serving them during the pandemic. Some of the immediate responses accelerated the university’s efforts to pursue long-term actions that could help both schools and P-12 students and families integrate remote learning and instruction into effective education models.ASU responded rapidly to the educational challenges COVID-19 presented because the university had a high degree of institutional readiness in at least three key areas of operational excellence and organizational culture: A core set of preexisting commitments and functional capabilities in the area of technology-enhanced instruction Strong existing partnerships with P-12 schools An institutional vision to universal learning that demands a university be ready and able to deliver instruction to all learners across many modalities This chapter only represents a moment in time, the beginning of the pandemic, and the actions taken to support and ameliorate consequences. Since this time, much has happened.
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Basile, Carole G. "Arizona State University: A Learning Enterprise Supporting P-12 Education in the COVID-19 Pandemic". W Knowledge Studies in Higher Education, 287–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_19.
Pełny tekst źródłaStreszczenie:
AbstractAlthough no one was fully prepared for a pandemic in 2020, Arizona State University was ready and able to respond. As the COVID-19 virus began to spread across the world, ASU began moving university students to remote learning environments. As K-12 schools began to close across the nation, ASU disseminated elementary- and secondary-level educational resources and created hybrid learning opportunities for students of all ages.Three distinct categories of action defined the university’s response to COVID-19: Direct provision of education to P-12 learners Provision of human and intellectual capital (people and ideas) to P-12 schools Curation and provision of free educational resources to learners, families, and schools Many of the existing long-term commitments being pursued by various ASU units had helped the university develop capabilities that could immediately be applied to help elementary and secondary learners and the education professionals serving them during the pandemic. Some of the immediate responses accelerated the university’s efforts to pursue long-term actions that could help both schools and P-12 students and families integrate remote learning and instruction into effective education models.ASU responded rapidly to the educational challenges COVID-19 presented because the university had a high degree of institutional readiness in at least three key areas of operational excellence and organizational culture: A core set of preexisting commitments and functional capabilities in the area of technology-enhanced instruction Strong existing partnerships with P-12 schools An institutional vision to universal learning that demands a university be ready and able to deliver instruction to all learners across many modalities This chapter only represents a moment in time, the beginning of the pandemic, and the actions taken to support and ameliorate consequences. Since this time, much has happened.
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Galeotti, Glenda, i Gilda Esposito. "A Student Voice Approach in Work-Related Learning. From Lesson-Learned in Secondary School to Suggestions for Higher Education". W Employability & Competences, 175–92. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.25.
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This paper presents a research on work-related learning through School-work Alternance in Secondary Education that involved researchers of University of Florence, ten secondary Schools, public and private entities in the Province of Arezzo and La Spezia. From the analysis of three case studies, it elicits criteria for an educational model that integrates work-related learning with student voice perspective
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Yeravdekar, Vidya, i Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic". W Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.
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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Zea Restrepo, Claudia María, Diego E. Leal-Fonseca, María-Antonia Arango Salinas i Laura Hernandez-Velez. "A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic". W Knowledge Studies in Higher Education, 99–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_6.
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AbstractDuring the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and become autonomous in the management of their resources) in Colombia and strengthening their capacities to autonomously address the emergency in educational institutions. This work includes the development of a national project focused on collectively defining the actions needed for the successful return to academic activities.This experience is derived from the development, since 2012, of the UbiTAG (The name UbiTAG derives from “ubiquitous learning,” followed by tecnología–aprendizaje–gestión (“technology”–“learning”–“management”). The label was introduced in Zea et al. (2012)) model, a holistic approach to digital maturity and change management in schools that has been implemented through ongoing long-term projects in the Itagüí municipality (24 schools) and the Bogotá Capital District (383 schools). This case study will focus on the work that EAFIT has been doing during the emergency, supporting both the MoE and specific Secretaries of Education. In addition, the case will describe some aspects of the UbiTAG model that have helped to address the educational communities’ current challenges.
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Zea Restrepo, Claudia María, Diego E. Leal-Fonseca, María-Antonia Arango Salinas i Laura Hernandez-Velez. "A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic". W Knowledge Studies in Higher Education, 99–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_6.
Pełny tekst źródłaStreszczenie:
AbstractDuring the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and become autonomous in the management of their resources) in Colombia and strengthening their capacities to autonomously address the emergency in educational institutions. This work includes the development of a national project focused on collectively defining the actions needed for the successful return to academic activities.This experience is derived from the development, since 2012, of the UbiTAG (The name UbiTAG derives from “ubiquitous learning,” followed by tecnología–aprendizaje–gestión (“technology”–“learning”–“management”). The label was introduced in Zea et al. (2012)) model, a holistic approach to digital maturity and change management in schools that has been implemented through ongoing long-term projects in the Itagüí municipality (24 schools) and the Bogotá Capital District (383 schools). This case study will focus on the work that EAFIT has been doing during the emergency, supporting both the MoE and specific Secretaries of Education. In addition, the case will describe some aspects of the UbiTAG model that have helped to address the educational communities’ current challenges.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo i Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain". W Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
Streszczenia konferencji na temat "Higher secondary schools"
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Chisalita, Oana, i Carmen Cretu. "ICT SUPPORT AND ICT USE IN ROMANIAN SECONDARY EDUCATION". W eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-209.
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The use of Information and Communication Technologies (ICT's) is a mandatory task for all teachers working in Romanian secondary education. Teachers have to use ICT during computer science classes, but also as an instrument to develop other subjects. However, despite the investments oriented towards increasing ICT access and ICT teachers training, the use of technology during the educational activities is not as high as expected. Therefore, analyses focusing on factors that influence the ICT use in education are required. This paper aims to identify the role played by the ICT support on the ICT use in secondary schools. The study involved 282 teachers from lower secondary (N=125) and upper secondary (N=157) schools. The analysis took into account the peers support, school's manager support, school's inspectorate support and ICT coordinator support. The results indicate that the main support structure that enhances the ICT use is the peer support. Romanian secondary teachers who work in schools where teachers use ICT, discuss about ICT and look for new ways of integrating technology during the activities are those who use more ICT's and report about the benefits. The ICT access is no longer a major issue for secondary school teachers but further studies must take a step further and analyze teachers' ICT beliefs, their ICT experiences and other factors which may impact on the ICT use. While discussing about the ICT coordinator' support, the results revealed higher levels of encouragement received from the Information and Communication Technology Coordinator.
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Mikolasikova, Michala. "Literary Lessons At Czech Higher Secondary Schools In Gender Perspective". W 12th International Conference on Education and Educational Psychology. European Publisher, 2021. http://dx.doi.org/10.15405/epiceepsy.21101.17.
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Paunović, Lidija. "The Course E-business in the Secondary Education Curricula – regional study". W 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.334p.
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The subject of research in this paper is the representation of the subject E-business in the curricula of secondary schools in the region. The development of information technologies has resulted in the emergence of new types of business. A growing number of organizations are recognizing the need for doing business through the Internet. As a promising field, subject to constant development, it finds a place in the plans and programs of universities, both technical and technological, and social and humanistic sciences. Apart from higher education, e-business, as a field, is increasingly being studied in secondary schools, i.e. it is part of secondary school curricula. The paper presents the results of the research, which included 96 educational profiles, in 14 secondary schools, in 4 municipalities of the Moravica district.
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Chytrý, Vlastimil, Roman Kroufek, Jan Janovec i Jaroslav Říčan. "FUNDAMENTAL DIFFERENCES IN REASONING AMONG STUDENTS OF LOWER AND HIGHER SECONDARY SCHOOLS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0198.
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Lisimberti, Cristina, i Katia Montalbetti. "Alternanza scuola-lavoro (work-based learning) as a resource for higher education". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9352.
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In Italy, Law no. 107/2015 made obligatory for all second grade secondary school students to spend a certain number of hours on alternanza scuola-lavoro activities (work-based learning). For Italian schools this opened up new horizons as well as new challenges on multiple levels: organisational, didactic and educational. Anyway Legal provisions and scientific evidence are in fact not sufficient to guarantee quality because school and work contexts are systems guided by different motivations, models and mechanisms. “Tailoring” and “co-designing” are the main characteristics of alternanza programmes offered by Università Cattolica del Sacro Cuore; to investigate the quality of these experiences a survey has been launched. Whilst the study confirms the satisfaction of the participating schools, from the perspective of ongoing improvement, a number of areas for development emerged in relation to evaluation issue in particular. Beyond the experience itself, universities should consider alternanza a major topic for consideration, since it enhances their fundamental activities: research, education and the third mission; accommodating students on alternanza programmes is therefore a means of responding to local needs but also an opportunity to consolidate university development strategies.
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Cruz, Natalie. "Student Self-Formation in International Secondary Schools and Higher Education Institutions: Identity, Agency, and Transitions". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686576.
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Svyridiuk, Olha, Svitlana Shumaieva i Vitalii Svyrydiuk. "Multicultural Education: Ukrainian Challenges". W World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/62.
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Ukraine is a multinational and multicultural country. Though Ukrainian scientists have studied the issue of multicultural education from different aspects, nevertheless, there is no special or ideal model of multicultural education. That is why we decided to monitor the students’ multicultural education state at secondary schools of Ukraine. In order to identify the state of multicultural education in Ukrainian schools we conducted an empirical study in schools of Cherkasy region among primary, secondary and senior level students. The main method was determined as questionnaire, which is provided for clarification of issues of national-patriotic and multicultural orientation. Accordingly, questionnaires that combined quantitative and qualitative data collection were offered to the 4th, 6th and 11th grade students in some schools in Uman and Uman district, covering 296 respondents. Thus, the monitoring of the state of multicultural education in Ukrainian school education has shown that the problem of multicultural upbringing of children and young people is addressed at the government level, relevant research is conducted, some aspects of multiculturalism are observed in educational programs of some subjects, but the level of multicultural education of students should be higher.
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Syarova, Svetlana, i Stefka Toleva-Stoimenova. "Cybersecurity Issues in the Secondary and Higher Education Systems’ Curricula". W InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5114.
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Aim/Purpose. This paper examines the Bulgarian educational policy in the field of information technology and cybersecurity in particular. Background. The massive penetration of technology into daily life and the economy is transforming the possibilities for work, learning, communication, access to information, and spending free time. The result is a global electronic environment that provides new opportunities for communication and interaction with individuals and communities worldwide. New strategies, policies, and measures have been constantly reviewed and developed to meet the new demands for high-quality digital education. Methodology. For each of the major research domains (secondary and higher education systems in Bulgaria) considered for this study, the cybersecurity issues in the curricula have been explored, collected, and analyzed. The study combines empirical research and statistical analysis. Contribution. This paper contributes to the body of knowledge by providing evidence that in the curricula of non-IT majors, information security does not occupy its important place assigned to it by the current reality of an ever-increasing threat of cyber-attacks. Findings. Sharing authors’ experience acquired in examining educational policy related to students’ digital literacy and cybersecurity literacy will contribute to the transition of secondary and higher education in a way to address 21st-century challenges. Recommendations for Practitioners. Considering the findings of this study, schools and universities need to include cybersecurity issues and concerns in curricula to raise awareness of their graduates in this field. Recommendations for Researchers. Conducting research on IT and cybersecurity literacy acquired at the level of secondary and higher education in Bulgaria could identify some gaps and improve the curricula. Impact on Society. Rapid technological progress radically changes and redefines conventional teaching and learning processes in education to meet current challenges. Future Research. Future studies can also consider comparative studies in different countries.
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Sönmez, Murat. "Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?" W ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20103.
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Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.
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Streke, Yanina V., i Svetlana V. Androsova. "ONLINE LEARNING AS A MODERN ENGLISH TEACHING METHOD IN SMALL GROUPS AT SECONDARY SCHOOLS". W TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.23.
Pełny tekst źródłaRaporty organizacyjne na temat "Higher secondary schools"
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.
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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.
Pełny tekst źródłaStreszczenie:
What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Thailinger, Agustina, Camilo Pecha, Diether Beuermann, Elena Arias Ortiz, Cynthia Hobbs i Claudia Piras. Gender Gaps in the English-speaking Caribbean: Education, Skills, and Wages. Inter-American Development Bank, maj 2023. http://dx.doi.org/10.18235/0004935.
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This document contributes to the understanding of the reasons behind gender gaps in education and how they translate into labor market outcomes and trajectories in the English-speaking Caribbean. What are the main characteristics of these gaps? Are they observed through the entire life cycle? Do they grow over time? What factors can explain them? A detailed analysis of updated educational and labor market data for five countries of the English-speaking Caribbean - The Bahamas, Barbados, Guyana, Jamaica, and Trinidad and Tobago- complements previous studies by: (a) following the English-speaking Caribbean population from primary school to the labor market; (b) assessing the existence of gender gaps in education and in the labor market separately; and (c) analyzing the relationship between them and how one affects the other. The analysis confirms previously documented trends. Males tend to underachieve in terms of secondary and post-secondary studies when compared to females, as measured by enrollment, completion rates and learning outcomes. Our study analyses different factors that could be driving these gaps, such as gender roles, socialization processes for both girls and boys, classroom pedagogy in Caribbean schools, school curricula, and corporal punishment in households and schools. Despite females better results in education, their outcomes in the labor market are less favorable than those of males. Women show lower participation, and among labor market participants, they have higher unemployment rates and lower wages than men. For The Bahamas and Guyana, we document that wage gaps are primarily driven by non-observable characteristics unrelated to labor productivity. By contrast, in Barbados, Jamaica and Trinidad and Tobago, wage gaps seem to be mainly driven by labor market experience, occupational rank, and industrial sector. Reductions in gender-based sectoral and occupational segregation could significantly close the wage gaps observed in the latter countries. We recommend the continued collection of timely and accurate disaggregated data to inform policymaking and positively impact inclusive and sustainable development.
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Beuermann, Diether, Andrea Ramos Bonilla i Marco Stampini. Interactions between Conditional Cash Transfers and Preferred Secondary Schools in Jamaica. Inter-American Development Bank, grudzień 2021. http://dx.doi.org/10.18235/0003862.
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We explore whether the academic benefit from attending a preferred secondary school differs between beneficiaries and non-beneficiaries of the Jamaican Conditional Cash Transfer Program, Programme of Advancement through Health and Education (PATH). The academic outcomes assessed include end of secondary and post-secondary high-stakes examinations independently administered by the Caribbean Examinations Council. Among girls, receiving PATH benefits before secondary school enrollment does not influence the academic gains from attending a more selective school. However, boys who received PATH benefits prior to secondary school enrollment benefit significantly less from subsequently attending a more selective school with respect to comparable peers who did not receive PATH benefits. These results suggest negative dynamic interactions between PATH and selective secondary schools among boys.
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Bano, Masooda, i Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.
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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma i Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma i Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
Pełny tekst źródłaStreszczenie:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Garganta, Santiago, María Florencia Pinto i Joaquín Zentner. Extended School Day and Teenage Fertility in Dominican Republic. Inter-American Development Bank, październik 2022. http://dx.doi.org/10.18235/0004496.
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This paper investigates the potential impact of extended school days in reducing teenage fertility. We study the Jornada Escolar Extendida program, which doubled the school-day length from 4 to 8 hours in the Dominican Republic, and exploit the geographic and time variation induced by its gradual implementation. We find evidence that a higher exposure to JEE in the municipality, measured as the percentage of secondary students covered by the program, reduces the incidence of teenage pregnancies, and that the effect is stronger after the program has reached at least half of secondary students in the municipality. The estimates are robust to various specifications and alternative checks. These results suggest that extended school-day policies can have spillover effects regarding teenagers fertility choices.
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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.
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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto i João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, czerwiec 2021. http://dx.doi.org/10.18235/0003344.
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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.