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1
Rideout, Roxanne Sharon. "Partnerships in education : secondary/post-secondary collaboration /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ62419.pdf.
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Callahan, Marguerite (Marguerite Louise). "Identification of the Competencies Needed by Secondary & Post Secondary Career Counselors to Initiate and Maintain Articulation of Secondary & Post Secondary Comprehensive Career Development Programs and Services". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278803/.
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This study researched effect of selected demographic variables on the self-perceived competencies of career counselors at secondary and post secondary institutions in Texas. Demographic variables were years of service, educational level, type of institution, age of counselor, size of institution, and percentage of vocational enrollment. One hundred career counselors, fifty secondary and fifty post secondary career counselors were mailed copies of the Professional Needs Assessment and a Demographic questionnaire.
3
Hug, Sébastien. "Towards a Canada Post-Secondary Education Act?" Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20329.
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The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.
4
Duncan, Pearl, i n/a. "An analysis of post-secondary Aboriginal support systems". University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.112807.
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An overview of Aboriginal education in the last two hundred years reveals that Aborigines
have had a depressingly inadequate education, also marked by inequity of opportunity and
participation.
The developmental pattern of Aboriginal education has been characterised by four broad
periods or eras related to specific government policies. These periods are identified
successively as The Protection Era, the Segregation Era, The Assimilation Era and The
Integration Era. The Protection Era began with the early frontier settlement of Europeans in
Australia and extended until the 1860's. The Segregation Era marked the full development
of Aboriginal reserves from 1860 to 1940. The Assimilation Era extended from the 1940s
to the mid 1960s. Finally the period of Integration began in the late 1960s and gathered
momentum in the 1970s.
Throughout the periods of protection, segregation and assimilation very little effort was
expended in the provision of adequate education for Aborigines.
It was not until the late 1960s that concerted attempts were made to redress the many
decades of neglect and apathy.
Researchers uncovered glaring problems needing urgent redress. Aboriginal pupils
persistently achieved very poorly in comparison with others and left school at an earlier age.
As a consequence Aborigines left school lacking the knowledge and skills to compete with
other Australians and had much poorer prospects of employment.
In the early 1970s the National Aboriginal Education Committee and the state Aboriginal
Education Consultative Groups, combined with support and funding from DAA,
Commonwealth Education and The Schools Commission, were very influential in
establishing programmes.
In response to the growing numbers of Aborigines who were denied adequate schooling,
three general types of adult programmes were developed: a) enclave/support systems; b)
pretertiary/bridging courses and c) off campus centres.
It was these programmes operating at WACAE that DEET commissioned me to evaluate.
The existence of these programmes is the result of WACAE's prompt response to the need
for redressing Aboriginal educational imbalance. The programmes developed following the
commencement of the Aboriginal Teacher Education Programme at Mt Lawley College in
1973. The first enclave was established in 1976, external AEEC commenced in 1978 and
G.E.C. in 1980, the first off campus centre was set up in 1983, and the Tertiary Preparation
Course (internal AEEC) began operation in 1985.
Commonwealth money has provided the financial basis for the programmes, but WACAE
was the first institution in Australia to implement programmes and its achievement is
significant.
The terms of reference for this project required that the method of research should be
through data gathering by means of interviews and examination of documentary evidence
during a three week period in Perth.
The evaluator consulted DAIS staff, students and, as particularly requested in the brief,
Aboriginal community members.
Findings revealed that WACAE's enclaves, on campus and off campus, have made
progress towards educational equity for Aborigines, provide good support and are valued
by students and Aboriginal community members.
Aboriginalisation was found to be essential to maximum enclave effectiveness. Staff,
students and Aboriginal community members would like to see increased Aboriginal
representation, contract hiring of staff not being conducive to employment security or staff
continuity.
It is recommended that rationalisation of enclaves would achieve a more efficient pooling of
resources. During the last thirteen years considerable amounts of external funds have
been injected and it is recommended that WACAE take greater institutional responsibility
for enclaves, using funds from normal Commonwealth sources, as distinct from special
course funding.
The existing staffing patterns and conditions of employment should be regularised in
regard to salary, tenure, study leave, superannuation, etc. Such a measure is necessary to
ensure staff continuity, security and inclusion in the power structure of the institution.
WACAEs external pretertiary courses (AEEC and GEC) have achieved a small measure of
progress towards equity of access and participation in education for Aborigines.
The wide geographical distribution is significant in providing availability of courses.
The courses are valued by Aboriginal community members and there is a need for external
courses of this nature to continue in the future.
However, progress towards equity has been extremely slow and time taken for completion
of courses is unduly long considering the basic nature of GEC, and the fact that the courses
are designed for completion in one year.
The courses are preceived as enhancing employment performance and prospects as well
as being preparation for tertiary study.
There has been a shift in opinion regarding Aboriginal education during the 1980s towards
the view that education should not be seen in isolation but in combination with employment
and training.
It is recommended that DEET take immediate steps to implement the Aboriginal
Employment Development Policy in Western Australia, considering how best the benefits
of external AEEC and GEC can be maintained and expanded. On the other hand, the
Tertiary Preparation Course (internal AEEC) has achieved commendable results and is
assessed as being worthy of increased resources and energy.
Difficulty was encountered in efforts to determine exactly how DEET funding was used. It
seems that this type of enquiry would necessitate the services of a qualified accountant.
Enclave/support systems and pretertiary/bridging courses will be needed for some time to
come. Many Aboriginal people stated that they envisage the time when these programmes
will no longer be needed, 'when inequity of education has been addressed' and 'equality'
achieved. Until this goal is reached the programmes will remain necessary. The
achievement of the broad objectives of the AEDP, i.e. employment and income equity with
other Australians and equity of participation in all levels of education, will see Aboriginal
aspirations becoming a reality.
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Powell, Scott M. "Perceptions of Appalachian Students about Post-Secondary Education". Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210366687.
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Norton, Charles W. "Post-secondary admissions the use of weighted grades /". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004nortonc.pdf.
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Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.
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The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules.
The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none).
Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).
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Alattar, Manar Arica. "Food Waste Diversion Programming in Post-Secondary Education". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4256.
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The urgent need for reform of USA and global food systems is evident in the pervasiveness of both food waste and food insecurity. Such an inefficient system strains the environmental, social, and economic systems on which it relies. Although policy and infrastructure changes are essential, consumers can play a significant role by decreasing their food waste, given that consumer waste represents 60% of the waste along the food cycle in developed countries. Incorporation of food literacy and food waste education in school curricula may provide a meaningful entry point for promoting food waste reduction skills.
This dissertation presents context on the suitability of food systems for science and climate change education. Practical implementation of this concept is then explored through a survey of 495 students at Portland State University that presents the reported knowledge, attitudes, emotions, and beliefs related to food waste. The underlying factors that influence student food waste behavior and intent to change such behavior are likewise explored. I also provide a description and assessment of a food waste diversion program, No Scrap Left Behind, that was developed and piloted at PSU.
I found that knowledge, attitudes, emotions, beliefs, and reported food-related behaviors were generally positive. Students were also interested in taking action and perceived that their food-related actions could make a difference. Intent to change food waste behaviors was influenced by: 1) sustainability actions, 2) food waste diversion actions, 3) attitudes about composting, 4) composting, 5) reported household food waste, 6) material reuse attitudes. Reported food waste diversion behaviors were related to: 1) intent to reduce food waste, 2) knowledge and attitudes towards composting, and 3) attitudes about reuse.
The measures of reported knowledge, attitudes, emotions, beliefs, and behaviors were not significantly influenced by No Scrap Left Behind programming, but actual measured food waste was decreased by one-fourth both over an academic year and within an academic term of programming. This indicates that students are amenable to food waste behavior change when given the encouragement and infrastructure to make that change. Further research may consider opportunities for food waste education beyond the cafeteria setting, particularly as an entry into more complex discussions around environmental, social, and economic systems and concepts.
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Luecke, Heather Marie. "Post-secondary decisions of public school and homeschool graduates in Jackson County, Wisconsin, as compared to national post-secondary decision statistics". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lueckeh.pdf.
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Corrales, Alejandra, i Jorge Vega. "Effect of immigration on Sweden natives' wages : The post-secondary and post-graduate case". Thesis, Umeå universitet, Nationalekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92563.
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Kithyo, Mattemu. "High school students aspirations for post secondary career programs". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28251.
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The purpose of this study was to find out what the students' perceptions are regarding the influence of the following factors in the students' career programs decision making: students' self-expectations; parents' expectations; teachers' expectations; industry's expectations; financial rewards; academic ability; upward mobility; sex role stereotyping; and availability of career information.
The study was carried out in Machakos district, Kenya between April and August 1988. The subjects were 210 form 3 (grade 11) students drawn from 3 different schools in the district. One school was an all girls school, one an all boys school and one a mixed school. For each school, two classes of 35 students each were used.
Data for the study were collected by use of a questionnaire developed by the researcher. This questionnaire was administered in each school by the researcher assisted by 2 teachers supplied by the school. The data were then analyzed and the results grouped into categories reflecting the questions addressed by the study.
Some of the major findings of the study were:
1. Programs in Agriculture are priority aspirations for both the boys and the girls.
2. Besides agriculture, the career program aspirations of the students followed the traditional gender lines such that most of the boys aspired for technological programs while most of the girls aspired for office based programs.
3. There seemed to be no difference between the effects of parents expectations on the boys and on the girls.
4. There seemed to be no difference between the effects of teachers' expectations on the boys and on the girls.
5. The boys believed that they had good academic abilities in Mathematics and science subjects while girls believed they were good in business education and languages.
6. The boys seemed to be more concerned with chances for further studies in career program than the girls were.
7. By the time students chose subjects for Kenya Certificate of secondary Education (K.C.S.E.) certification they had very little career information available to them.
8. Although technical education is a priority field for the government, it is not a priority aspiration for the students.
The findings of the study suggest that career guidance in the secondary schools in Machokos District is not effective. The author gives several recommendations for addressing the issues and concerns raised by the study.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Sanga, Kabini F. "Post-secondary governance of international education, a Saskatchewan study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24046.pdf.
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Fuzessy, Christopher. "Biculturalism in post-secondary Aboriginal education, an Inuit example". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0015/MQ44889.pdf.
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Weinkauf, Tim. "Inclusive post-secondary education, practices for a new frontier". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60402.pdf.
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Ryan, Gina. "Student-teacher dyad dissolution in post-secondary music studios". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104535.
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The purpose of this study was to investigate factors leading to student-teacher dyad dissolution in post-secondary music performance studios. Thirty students and 30 teachers were interviewed. Questionnaires containing closed-ended rating scales and open-ended questions were employed and responses were subjected to statistical and content analysis. Participants cited several factors leading to dyad dissolution including different expectations, different goals, poor communication, incompatibility, student attitude, student practice, teacher teaching abilities, and lesson satisfaction. Students and teachers differed regarding their perception of practice strategies and goals; teachers more often reported that goals were established and practice strategies were taught than did students. The most important factors leading to dyad dissolution appeared to be poor communication, expectation imbalance, and lack of personal cohesion. The majority of students' dissolution factors were attributed at the Interpersonal level, whereas the majority of teachers attribution dissolution to factors to the student (level of Other).Le but de cette étude était d'investiguer les causes des bris de relations entre étudiants et professeurs dans les cours individuels d'instrument musical au niveau universitaire. Trente étudiants et trente professeurs ont participé à des entrevues individuelles constituées de questions structurées et non-structurées. Leurs réponses ont été soumises à des analyses statistiques et des analyses de contenu. Les participants ont mentionné plusieurs facteurs ayant contribué au bris de relation, incluant les attentes différentes, les buts différents, la mauvaise communication, l'incompatibilité, l'attitude de l'étudiant, la préparation de l'étudiant, l'habileté pédagogique du professeur, et la satisfaction des leçons. Les étudiants et les professeurs ne partageaient pas les mêmes points de vue en ce qui concerne les buts et les stratégies de la pratique personnelle. En fait, les professeurs ont signalé, plus souvent que les étudiants, que les buts étaient établis et accomplis, et que les stratégies de pratique personnelle étaient enseignées. Les facteurs les plus importants de dissolution semblent être la mauvaise communication, un déséquilibre des attentes, et un manque d'affinités personnelles. La majorité des étudiants ont attribué les causes au niveau de la relation, tandis que la majorité des professeurs ont attribué les causes de la dissolution aux élèves.
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White, Miki Machell. "Analysis and Development of Post Secondary Curriculum on Sustainability". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2488/.
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This thesis examines existing curricula at colleges and universities about sustainability and uses results to develop an introductory post secondary course curriculum. The proposed course is organized around three major elements - - science, philosophy, and economics - - all integral to understanding sustainability. Materials needed to teach the proposed 3-semester hour course including syllabus, teaching modules, transparencies, handouts, and exams were developed. Suggestions on how to teach a one-semester hour course on sustainability and a workshop on sustainability are also presented. The following research and curriculum development was a project established and funded by the Texas Energy Office, Renewable Resources and Sustainability Program.
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Flynn, Michaline L. "Post-Secondary Transitions for Students with High-Incidence Disabilities". University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1511191618068595.
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Rasheed, Saba. "Prediction of post secondary plans for rural Appalachian youth /". view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024527.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 194-203). Also available for download via the World Wide Web; free to University of Oregon users. Address: wwwlib.umi.com/cr/uoregon/fullcit?p3024527.
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Griffin, James Everett Jr. "Analyzing critical thinking instruction for post-secondary laboratory students". Thesis, Boston University, 2002. https://hdl.handle.net/2144/32767.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Techniques for inserting critical thinking instruction into content while teaching specific subjects have been discussed in the educational literature pertaining to critical thinking and instruction. The purpose of this study was to determine if inserting a brief critical thinking lesson related to course content into a culinary arts laboratory course which provides a setting for career oriented active learning would lead to gains in critical thinking ability. The general structure of the methodology was adapted from work completed by Rose (1997). An experimental, pretest-posttest control group design was employed (Campbell & Stanley, 1963) to determine treatment effects on the variables identified. Participants were randomly selected and consisted of an experimental group of 14 students and a control group of 13 students. A culinary arts laboratory course was chosen for the stud y. The course operated nine consecutive six-hour days for a total of 54 hours of instruction. Experimental group participants received a 45-minute lesson on critical thinking during the second hour of the first class day, after the pretest was administered. Control group participants received normal instruction and did not receive the infused critical thinking lesson. At the end of the class during the 54th hour both groups completed the posttest. All participants' critical thinking skills were assessed using the California Critical Thinking Skills Test (Faciane, 1991), form A (pretest) and form B (post test). Multiple Analyses of Variance (repeated measures) were conducted on overall CCTST scores as well as scores on the subscale items of analysis, evaluation and inference to determine whether there were significant differences on the dependent variable (post-test CCTST B scores) according to the independent variable of method of instruction. An alpha level of p <.05 was employed to assist in preventing a Type I error. Analysis of overall scores and the scores on the subscale items of analysis, evaluation and inference yielded no significant findings. These results suggest that inserting a brief critical thinking lesson into course content is not an effective instructional strategy for teaching critical thinking. Further research on inserting critical thinking instruction into active learning environments using a longer intervention is suggested along with broader research in formulating more authentic measures of critical thinking ability to better determine if inserted instruction is effective or ineffective.
2031-01-01
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Stower, Catherine J. "Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27160.
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The purpose of this study was to investigate post-secondary students' perceptions of the role and functions of their high school counselor. One hundred seventy-three students currently attending a community college in a suburban area of a large metropolitan city participated in this study. The participants were asked to complete a survey developed by the researcher. Five research questions (listed below) guided this study.
1) Do post-secondary students perceive that high school counselors are performing the functions outlined by the American School Counselor Association (see Appendix B and C), and are there gender and ethnic differences?
2) How are perceptions of services rated as "very" important by post-secondary students, and are there gender and ethnic differences?
3) How are perceptions of services rated as "often" performed by post-secondary students, and are there gender and ethnic differences?
4) What are post-secondary student's perceptions of the importance with which specific counseling functions are performed as compared to perceptions of frequency?
5) What is the level of unmet need for counseling services perceived as "very" important by post-secondary students?
The results indicated that only two percent of high school counselors performed all functions identified on the questionnaire, however the majority of participants indicated counselors performed nearly one-third of the functions. The functions were noted as academic, career, or personal/social domain. The most important function and the most often performed function rated by participants was discussing graduation requirements and the least important as well as the least performed function was identified as assistance with relationship issues. In general, there was not a significant difference between gender and ethnicity. The percentage of participants who indicated a function was "very" important, however was "seldom" or "never" performed was above 50% for most functions.Ph. D.
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Chenoweth, John Alexander. "Finding QWAMQWƏMT : re-storying post-secondary education for Aboriginal people". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62143.
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Aboriginal people face numerous challenges in post-secondary education. In this research, I identify the shortcomings evidenced in the educational system in relation to Indigenous identity and epistemology, external Aboriginal policy, Indigenous control of education, and Indigenous community. Additionally, I examine the realities of Aboriginal people who have paused-out and then return to school, and what factors influence their successful educational experiences.
I use a syilx Indigenous systems-based pedagogy embedded in a traditional story as my primary theoretical framework. The Four Chiefs story is a syilx Okanagan construct that serves as the model with four oppositional concepts to address community-based questions. This is the basis of enowkinwixw, a syilx-based governance decision-making process. I survey 60 students from across the province who attended the Nicola Valley Institute of Technology. Questions relate to a student’s experience in the K-12 system, the transition to post-secondary, and actualities while attending NVIT.
Analysis indicates that shortcomings in the educational system relate to a lack of acknowledgement of Indigenous identity. Aboriginal students return to school for economic reasons and concern for future generations. A balance of encouragement and support from outside and within the educational system lead to a fulfilling educational experience. Without the Indigenous Community realizing how important it is to take control and reorganize how it re-imagines the educational experience of its Aboriginal students, nothing will change. This Study demonstrates that the Four Chiefs model is an appropriate and useful tool to re-imagine Aboriginal post-secondary education. It is a holistic approach to illuminate the many educational challenges faced by Indigenous students as part of their Indigenous community.Graduate Studies, College of (Okanagan)
Graduate
22
McKenzie, Daryl, i dmck@netspace net au. "Arranging and Orchestration methods:a model text for post secondary courses". RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081029.145347.
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Through the researcher's experience and informal discussions with other pedagogues working in tertiary music environments, the researcher was of the opinion that there is currently not a comprehensive arranging/orchestration method book that could be used exclusively as a course text in post-secondary arranging courses. While there are numerous published method books available, they are generally produced in North America and do not address all the needs of an arranging/orchestration course. The aim of the research was to find what are the constituent parts and theoretical underpinnings of a model Arranging course text book. Also, to find what materials are currently being used by lecturers and teachers throughout Australasian universities, colleges and other institutions for the delivery of arranging (and/or orchestration) courses, and if these materials differ from those used in North America. Of interest are the assumptions made in the background knowledge of the students entering these courses from upper-secondary level or otherwise and if this project can assist students making the transition. Finally, is there potential to have a standard text published in Australia, what are the important elements that should be included, and is it possible to deliver such a text as an online document? The research showed that most teachers and lecturers in post-secondary school music courses teaching arranging/orchestration use extracts from several books and link them together, filling in the gaps, with their own methodologies and experiences. The problem with this approach is the resultant lack of uniformity through the various sections of the course; in particular the musical examples used and the availability of audio recordings of the examples. Some older published texts, while valuable in their content, do not supply audio recordings. Most texts investigated that do supply audio recordings only demonstrate good arranging/orchestration techniques and fail to compare the same example conceived through poor technique. This study revealed some important findings about the lack of a course method book existing that met the needs of educators delivering post-secondary courses in arranging. The key elements of such a course book were identified through research and then written into a model text (the project) with accompanying CD audio examples. Upon gaining valuable insights and completing the project, there was some scope for improving, extending (or changing delivery method) and publishing the project.
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Troop, Meagan. "Developing artistic identity in a post-secondary musical theatre program". Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1380.
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Smith, Megan Theresa, i University of Lethbridge Faculty of Education. "Mental wellness in United Arab Emirates female post-secondary students". Thesis, Lethbridge, Alta. :|bUniversity of Lethbridge, Faculty of Education,|c2011, 2011. http://hdl.handle.net/10133/3078.
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The purpose of this thesis was to investigate the prevalence of mental illness in a nonrandom
sample of undergraduate female Emirati students in the United Arab Emirates. In
addition, students’ views and attitudes towards counselling were solicited. One hundred
and twenty-three women completed Golberg and Hillier’s (1979) 28-item scaled version
of the General Health Questionnaire (GHQ-28). The GHQ-28 revealed a high prevalence
of mental illness (51%) among the students surveyed, using a GHQ-28 threshold of eight.
Furthermore, students reported they held favourable views towards counselling despite
never having sought counselling services. The differences between American/European
and Arab views of mental illness are explored as one of several limitations to this study.
Recommendations for future research are noted.xii, 117 leaves ; 29 cm
25
Martin, Courtney J. "Student Involvement in Extracurricular Activities and Post-Secondary Education Placement". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10030342.
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Extracurricular activities have been an important part of adolescents’ lives for generations (Kremer-Sadlik, Izquierdo, & Fatigante, 2010). Extracurricular activities take place outside of the classroom and result in several benefits to students (National Federation of State High School Associations [NFHS], 2010). With the recent recession in the United States, many school districts are having to find ways to cut budgets and are looking at eliminating extracurricular activities to save money (Lamb, 2011). Data from graduating seniors were reviewed in the largest accredited public school district in a Midwestern state. Graduates are required to take a post-follow up survey upon graduating from high school (DESE, 2015). This study involved examination of what those graduates who participated in extracurricular activities while in high school did after graduating. Five high schools were examined within the school district. Each of the five high schools creates an eligibility roster of students who participate in extracurricular activities. The data were collected from the 2011, 2012, and 2013 graduating classes. Graduates who did and did not participate in extracurricular activities were compared, noting whether they went on to college or the military or the workforce. The data revealed more students who participated in extracurricular activities while in high school went on to college than did those students who did not participate.
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Ochalski, Heather. "Inuit Students' Journeys from High School into Post-Secondary Education". Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42772.
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Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada.
At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society.
This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.
27
Schuck, Emily. "Enrollment Motivations of Nontraditional Female Students in Post Secondary Education". Marietta College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176899577.
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Swisher, Karen E. "Systematic vocabulary instruction through morphological analysis with post-secondary students". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1272471845.
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Elliott, James Frederick. "Provincial expenditures for post-secondary education in Canada, 1977-1991". Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187164.
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This study examines the Canadian provincial government expenditures for post-secondary education and develops and estimates a model that describes factors influencing the expenditures. A historical background to the expenditures is followed by a descriptive analysis of the expenditures. Ultimately, a theoretical model is constructed and estimated for the ten provinces for 1977 to 1991. Government funding for post-secondary education is provided by both the federal and provincial governments. A history of government funding is presented with an emphasis on the withdrawal of the federal government from direct financing and the ensuing decline of its influence on the provincial government expenditure decisions. An extensive description and analysis of the provincial government expenditures are presented. The expenditures are examined relative to economic and demographic variables. A number of broad trends and notable exceptions are described. A theoretical model is developed on the basis of utility maximization by the provincial governments. The reduced form of the model describes provincial expenditures for post-secondary education as a linear function of a series of economic, financial, price, demographic and political variables. The successful estimation of the model establishes it as a useful construct for describing the determinants of the provincial expenditures. The estimated determinants of expenditures describe an important role for the state of the provincial economy, a minor role for the price variables, a mixed role for the federal grants, a negligible role for the demographic variables, an innocuous role for the other government expenditures and no role for the political variables. The study concludes that post-secondary education is a low priority expenditure for the governments, the structure of the federal grants is generally unfavorable to post-secondary education, and other government expenditures are not competitive substitutes for post-secondary education.
30
Bouchard, John. "Math as a Proxy for Post-Secondary Persistence Among GEDS". Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13250.
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This is a study of the statistical difference in post-secondary attendance between high school graduates and 16- to 18-year-old GED recipients controlling for parental socioeconomic status, 10th grade test scores in math, and the number of high school math classes taken. Although GEDs can be the cognitive equivalents of high school graduates, they often lack non-cognitive skills like self-discipline and persistence that are essential components of human capital. The GED certificate is not the equivalent of the high school diploma in terms of post-secondary success because of the magnitude of the negative effect of earning the GED instead of the diploma; this study examines how the effect produced the outcomes.
31
Osagie, Shelley E. "Student Engagement and Academic Success in Veterans' Post-Secondary Education". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/378340.
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Educational LeadershipEd.D.
The major purpose of this study was to investigate whether the level of engagement, as measured by the National Survey of Student Engagement (NSSE) correlates with veterans’ academic success as measured by cumulative Grade Point Average (GPA). Participants were senior college students, at a four-year urban public university who completed the National Survey of Student Engagement (NSSE). The design compared two years that the survey was administered, 2011 and 2013. The NSSE was also used to examine differences in perception among veterans, nontraditional and traditional students. Based on the quantitative analysis it was determined that the more engaged veterans are the better their GPA. While there was no statistical significance, there were positive correlations for veterans between GPA and their relationships with students, faculty, and administrative personnel in the 2011 sample; the 2013 sample showed a negative correlation. The analysis also determined that perceptions in quality of interaction with faculty, advisors, and administration changed from 2011 to 2013. Additionally, perceptions of veterans showed they felt the campus was supportive in 2011, however did not feel the same in 2013. The results of this quantitative study provide higher education institutions and researchers additional insight into which areas of their university services need attention in order to assist in the academic success of student veterans.
Temple University--Theses
32
Lewis, Matthew. "Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students". DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5219.
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In addition to the memorization, algorithmic skills and vocabulary which is the default focus in many mathematics classrooms, professional mathematicians are expected to creatively apply known techniques, construct new mathematical approaches and communicate with and about mathematics. We propose that students can learn these professional, higher level skills through Laboratory Experiences in Mathematical Biology (LEMBs) which put students in the role of mathematics researcher creating mathematics to describe and understand biological data. LEMBs are constructed so they require no specialized equipment and can easily be run in the context of a college math class. Students collect data and develop mathematical models to explain the data. In this work examine how LEMBs are designed with the student as the primary focus. We explain how well-designed LEMBs lead students to interact with mathematics at higher levels of cognition while building mathematical skills sought after in both academia and industry. Additionally, we describe the online repository created to assist in the teaching and further development of LEMBs. Since student-centered teaching is foreign to many post-secondary instructors, we provide research-based, pedagogical strategies to ensure student success while maintaining high levels of cognition.
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Tritt, James Patrick. "A study of the national post-secondary DECA goals as viewed by Missouri's post-secondary DECA student members, marketing and distributive education instructors and DECA advisers /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135355446.
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Achola, Edwin. "COMPLETING COLLEGE: A LONGITUDINAL EXAMINATION OF POTENTIAL ANTECEDENTS OF SUCCESS IN POST-SECONDARY EDUCATION FOR STUDENTS WITH DISABILITIES". VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3199.
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The purpose of this study was to determine the antecedent conditions that contribute to post-secondary education (PSE) completion for students with disabilities, taking into account institutional experiences associated with social integration. A prospective longitudinal design was used to analyze data from the National Longitudinal Transition Study-2. The study sample consisted of youth who were currently enrolled in vocational schools, two-year community colleges, and four-year universities six years after high school exit. Logistic regression was used to examine the relationships between pre-entry variables and PSE completion. To test the hypothesis of mediation, the causal step approach (Baron & Kenny, 1986) was used. Findings indicated that self-advocacy, participation in work-study or paid employment, participation in extra-curricular activities, and development of vocational skills as a primary transition goal significantly predicted PSE completion. Students who participated in work-study or paid employment reported higher levels of PSE completion. Students who provided input in IEP meetings were less likely to report completing PSE compared to peers who took leadership roles in IEP meetings. Both participating in extra-curricular activities and developing vocational skills as a primary transition goal were negatively associated with PSE completion. The mediation analysis revealed that it is unlikely that institutional experiences examined in this study mediate the relationships between pre-entry variables and PSE completion. Findings further showed that many of the factors considered in the student integration model (Tinto, 1975, 1987, 1993) are positively related to PSE completion for students with disabilities.
35
Augurzky, Boris. "Evaluation strategies in labor economics an application to post-secondary education /". [S.l. : s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=961753684.
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Black, Nancy Elizabeth. "The information seeking experiences of the post-secondary distance/online student". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51249.
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Understanding the information seeking experiences of distance/online learners is important because it sheds light on information seeking behaviour of distance learners, builds awareness about the phenomenon, and provides insights for practitioners, but there has been little prior research on this topic. This qualitative investigation builds on Library and Information Studies (LIS) information seeking research, framed by ideas associated with hermeneutic phenomenology as the theoretical framework.
The results of this study showed the ways in which participants’ perceptions and attitudes influenced their information seeking behaviour. Among the findings, five stand out as being particularly revealing about the participants’ information seeking behaviour: the high value placed on time (and the relational dynamic of time with motivation, domain knowledge, and source preference); the Dunning-Kruger Effect; perceptions about librarians, library resources and services; the connection made by participants between technological aptitude and searching success/outcomes; and searching experiences that contributed to altered or transformed searching behaviour.
The findings of this study are presented in five dimensions reflective of the descriptive and the interpretive range of the phenomenon of participant information seeking experiences: 1) Profile; 2) Essence; 3) Sense-Making; 4) Barriers; and 5) Transformation. The conclusions drawn from the study findings provide insights about the phenomenon of information seeking experiences and behaviour of distance/online learners and suggest changes to practice.Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
37
MacIvor, Madeleine Karen. "Aboriginal post-secondary education policy development in British Columbia, 1986-2011". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43004.
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This dissertation is a critical policy study of the development of Aboriginal post-secondary education in British Columbia between 1986 and 2011. It explores the question “How have changing political, economic and social circumstances in British Columbia influenced the development and implementation of Aboriginal post-secondary policy?” through an embedded case study. During this time, British Columbia was governed by three different political parties: the Social Credit (1986-1991), the New Democratic Party (1991-2001), and the Liberals (2001 – 2011).
The province was also undergoing significant changes in its relationships with Aboriginal people, in trying to bring certainty to issues of Aboriginal rights and title that were undermining resource development. At the beginning of this period BC did not recognize Aboriginal rights and title; by the end of this period a number of treaties and non-treaty agreements had been signed.
Stories shared through policy texts, other documentary sources, as well as interviews with nineteen policy actors reveal a number of significant themes in the Aboriginal post-secondary policy process. These include: sector intersection between the Ministries responsible for post-secondary education and Aboriginal affairs; privileging of First Nations; relationships between policy actors and policy structures, the importance of leadership and ownership; the selective implementation of recommendations and policy; and different understandings of accountability.
38
Ochurub, Michael. "Developing and implementing the senior secondary curriculum in Namibia post-independence". Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369981.
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Leung, Suet-ming, i 梁雪明. "Review of post-secondary education policy in Hong Kong (2000-2010)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46781468.
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Davis, Kirk Alan. "Organizational learning to implementation: Development of post-secondary online degree programs". Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/91.
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The purpose of this study was to analyze organizational learning and the facilitating factors and critical elements for development of post-secondary distance education and online degree programs at three universities in Hawaii: University of Hawaii at Hilo (public), Hawaii Pacific University and Chaminade University (both private). The researcher interviewed campus officials, key staff and tenured professors who had been instrumental in development of these programs. The data revealed that the growth of these programs was organic, with no formal edict, with only one institution having formalized grant monies to help develop their program. Support for distance programs was not widespread throughout the campus, but rather focused in compartmentalized areas, and in some cases, began with one person venturing out of 'the norm.' This organic growth led to a gradual, but minimal increase in faculty involvement, and administrative support, albeit without any significant investment in course architecture and software support, initially. Institutional support has continued, but does not encourage in a broad sense, continued distance education growth, nor faculty involvement. Marketplace considerations proved a heavy influence on development of these programs. Many students continue to be geographically isolated and there is a heavy concentration of military being transferred from their existing base, and university, unable to transfer credits to a new university at their new duty station. Further development of distance education and online degree programs is a means of assisting institutions of higher learning in reaching more students, geographically isolated from main campus operations. This applies to those existing and potential students in Hawaii, as well as abroad and in the continental United States. Although distance education and online degree programs do not totally replace campus-based courses at these institutions, they do provide an augmentation of existing classroom architecture and allow the student more freedom in the pathway to degree completion.
41
Ryan-Gonzalez, Clark. "Do Military Personnel Feel Excluded and Ignored in Post-Secondary Education". UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/458.
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The present study was conducted to investigate whether returning veterans feel ostracized (excluded and ignored) and if they experience its immediate negative impact (reflexive pain response and thwarted basic needs) on university campuses. Additionally, this study was designed to investigate veteran students’ feelings of perceived burdensomeness, and three caveats of student engagement: student faculty engagement, community-based activities, and transformational learning opportunities. Participants in the study were 118 civilian and veteran students at the University of North Florida. All data were collected through a world wide web surveying program that allowed each participant to respond on computers from any location. Both veteran and civilian participants recorded the interactions and feelings they recalled experiencing in the classroom during the month prior to participating in the study. The surveys administered were the Needs Threat Scale, the Numeric Rating Scale (NRS-11), the Wong Baker Faces Pain Rating Scale, the Interpersonal Needs Questionnaire (INQ), the Student Faculty Engagement (SFE) scale, the Community Based Activities (CBA) scale, and the Transformational Opportunity (TLO) scale along with a demographics questionnaire. Results show that participants in the veteran group reported greater thwarted belongingness than civilian students. Military service was also associated with less engagement in CBAs and TLOs. The association with less engagement in CBAs explained the impact of militarily service on thwarted belongingness.
42
Bayamna, Tela. "POST-SECONDARY EDUCATIONAL EXPERIENCES OF TOGOLESE IMMIGRANT WOMEN AND EDUCATIONAL ATTAINMENT". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1493315803545342.
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Peebles, Brandon G. "A Descriptive Analysis of Post-Secondary Institutional Applications for Ex-Offenders". Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1540909664057174.
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Mitchell, Lorianne D., i T. Sanford. "Post-Secondary Intentions of Hispanic and African American Students in Tennessee". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8330.
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Herbison, Kari. "Evaluation of the Stout vocational rehabilitation institute's post-secondary transition program". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009herbisonk.pdf.
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Thomas, Jon E. "Current State of Online Teaching Evaluation Processes in Post-Secondary Institutions". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7000.
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This is a multi-article dissertation that seeks to address the current state of online teaching evaluation processes in post-secondary institutions. The last two decades have seen a dramatic increase in enrollment in online courses at post-secondary institutions. Unfortunately, evaluating online instructors has been a neglected field of research leaving many post-secondary institutions to develop their own evaluation systems. A deeper analysis of the current practices of online instructor evaluation will help administrators to strengthen their evaluation processes, thereby providing more effective online teaching. The first article is a literature review that explores common practices of post-secondary institutions. By performing an extensive review of the literature, it is clear that very little research has been done to address online instructor evaluation beyond student evaluations. The second article compares different approaches to online instructor evaluation in various post-secondary institutions. By performing interviews with administrators, we found that many institutions are using a variety of types of evaluations and not just student evaluations to evaluate online teaching. The third article is a study that explores how well institutions that utilize a master course model evaluate online teaching competencies. This is done by performing a content analysis of their observational rubrics.
47
Bartholomew, Greg. "An Educational Transition: Post-Secondary Correctional Education - A Qualitative Case Study". DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2007.
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This study examines the transition of a post-secondary correctional education (PSCE) system formerly facilitated by higher education to the current system administered by the State Department of Corrections (SDC). This study used qualitative case study methodology utilizing multiple perspectives from five different stake-holding groups or five socials units: state legislators, county law enforcement personnel, state higher education administrators, SDC personnel, and technical college personnel. A thick, rich description of the transition was obtained by relying on multiple perspectives recorded in interviews of stakeholders in PSCE.The stakeholders’ perception of this educational transition that changed PSCE in one state was shaped by personal perspectives on issues surrounding the education of the incarcerated. The rhetoric, political machinations, and reality of this transition define stakeholders’ perspectives of the driving forces that initiated the facilitation of PSCE from a Higher Education run system to one run by the SDC.
48
Perez, Manuel, i Stella Njideka Anisalone. "WHAT FACTORS CONTRIBUTE TO FOSTER YOUTH ENROLLING IN POST-SECONDARY EDUCATION?" CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/183.
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This study explores the perceptions of former and current foster youth, who either graduated from a post-secondary institution, enrolled in college or a vocational training, in order to identify the factors that contributed to their post-secondary education enrollment.
Sixteen participants provided information about their personal experience with post-secondary education enrollment via personal interview and self-administered questionnaire. Descriptive statistics was used to compare responses on the self-administered questionnaire. Constant comparative analysis method was used to analyze interview data and code it into themes or codes.
This study’s findings show that the majority of the participants enrolled in college because they were mainly motivated by individual factors, secondly relationship factors and thirdly systemic factors. Specifically, college gave them hope for the future and it was a personal goal. Some also reported the influence, motivation, and support of peers, caregivers, mentors, certain high school and college programs, like AVID (Advancement Via Individual Determination)) and EOPS (Extended Opportunity Program Services). Of utmost need to them is a hands-on-support which includes assistance with college application completion, college class registration, preparation for placement tests and college tours which they noted they did not get enough of. This study’s findings are vital for preparing foster youth for post-secondary education as the study provides needed insights on the necessary services, policy and programs.
49
Havlíková, Petra. "Production Accuracy in L2 English Checked Vowels: Cross-sectional Study of Czech Secondary and Post-Secondary School Students". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23914.
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In Czechia, teaching L2 English pronunciation is underestimated, which might lead to potential production slips and affect the intelligibility of the learners. This study investigates accuracy in L2 English pronunciation of checked vowels (/ʌ, ɛ, ɪ, ɒ, ʊ, æ/) as produced by Czech students. I applied cross-sectional approach and analysed participants from two distinct school classes who are divided by an 8-year study period. The pronunciation accuracy is analysed with the help of the computer program Praat, which generates frequencies for both Czech and English vowel phonemes produced by the participants reading out loud a set of monosyllabic citation words. The formant frequencies are later compared to a reference set of SSBE frequency values, which represents the targeted native language model. The results of this work show that the L2 English values are influenced by the students’ inventories of L1 Czech, leading to inaccuracy in production of the phonemes /ʌ, ɛ, ɪ, ɒ, ʊ/ and setting constraints to the L2 /æ/ acquisition.
50
Junkins, Harold D. "The influence of participation in secondary agriculture activities on post-secondary pursuits of agriculture students in West Virginia". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1249.
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Thesis (M.S.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vii, 47 p. Vita. Includes abstract. Includes bibliographical references (p. 36).