Rozprawy doktorskie: „Secondary education”

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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English, Rebecca Maree. "Internationalising Australian Secondary Education". Thesis, Griffith University, 2013. http://hdl.handle.net/10072/367966.

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This thesis presents the findings of a case study of international students who enrol in Australian secondary schools. Specifically, it focuses on the ways that staff in three schools and two international colleges position Eastern Asian international students through discourses of cultural difference. It draws together the Discourse Historical Approach to Critical Discourse Analysis with the work of Basil Bernstein and Pierre Bourdieu. The study finds that groups of students are positioned positively or negatively depending on their relationship to the dominant discourses of the Australian school. Australian students, while rarely mentioned, were positioned positively. By contrast, the Eastern Asian international students were positioned negatively in relation to the privileged discourses of Australian schooling. These discourses reflected the cultural capital that was valued in the schools. In particular, the cultural capital of active and willing engagement in competitive sports and being rough, rugged and an ‘ocker’ were privileged at the schools. International students from Papua New Guinea, and a few Eastern Asian students who behaved as ockers, were positioned positively because they realised cultural capital that was valued at the schools. By contrast, the students who were unable to be positioned through these discourses, because they did not realise cultural capital that was valued, were not viewed favourably. As a result, the data showed that there was a hierarchy of positions at the schools that were constructed in staff accounts. The analysis of data suggests that only some students are positioned favourably in Australian schools. The students who were already able to construct privileged Australian school discourses were positioned positively.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text

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English, Rebecca M. "Internationalising Australian secondary education". Thesis, Griffith University, 2012. https://eprints.qut.edu.au/61416/1/Internationalising_Australian_Secondary_Education.pdf.

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This thesis presents the findings of a case study of international students who enrol in Australian secondary schools. Specifically, it focuses on the ways that staff in three schools and two international colleges position Eastern Asian international students through discourses of cultural difference. It draws together the Discourse Historical Approach to Critical Discourse Analysis with the work of Basil Bernstein and Pierre Bourdieu. The study finds that groups of students are positioned positively or negatively depending on their relationship to the dominant discourses of the Australian school. Australian students, while rarely mentioned, were positioned positively. By contrast, the Eastern Asian international students were positioned negatively in relation to the privileged discourses of Australian schooling. These discourses reflected the cultural capital that was valued in the schools. In particular, the cultural capital of active and willing engagement in competitive sports and being rough, rugged and an ‘ocker’ were privileged at the schools. International students from Papua New Guinea, and a few Eastern Asian students who behaved as ockers, were positioned positively because they realised cultural capital that was valued at the schools. By contrast, the students who were unable to be positioned through these discourses, because they did not realise cultural capital that was valued, were not viewed favourably. As a result, the data showed that there was a hierarchy of positions at the schools that were constructed in staff accounts. The analysis of data suggests that only some students are positioned favourably in Australian schools. The students who were already able to construct privileged Australian school discourses were positioned positively. The data suggest that the majority of the Eastern Asian students were represented through negative discourses because they did not realise cultural capital that was valued at the schools. Findings of this study may assist schools to identify international students who may experience their Australian school education negatively. The findings may also contribute to assisting staff to better engage with international students.

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Meier, Lori T. "Episode 4: Primary & Secondary Sources". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.

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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.
https://dc.etsu.edu/social-studies-education-oer/1003/thumbnail.jpg

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5

Nzuki, Charles Kyalo. "Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education". Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10686052.

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The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya’s Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits’ theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke’s thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study’s findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya’s progress toward universal access to secondary education.

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Nzuki, Charles Kyalo. "Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4664.

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The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya's Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits' theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke's thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study's findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya's progress toward universal access to secondary education.

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7

O'Grady, Kevin. "Motivation in secondary religious education". Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.

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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).

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8

Grgurina, Nataša. "Computational thinking in Dutch secondary education". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6455/.

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We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students’ Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students’ CT and design a curriculum intervention geared toward teaching and improving students’ CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally.

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9

Alsaif, A. S. "Islamic Education in Saudi Secondary Schools". Thesis, University of Manchester, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498390.

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10

Haney, Randall McGarey. "Secondary Student Perceptions of Vocational Education". UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/181.

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The central focus of the present study was to examine the relationship between student personal factors (i.e., gender, race, academic performance, career awareness, and socio-economic factors) and the perceptions of secondary school students regarding vocational education. In recent years, traditional vocational programs have not done well throughout the nation. Enrollment within vocational education has dropped to approximately 10%, while enrollment in college preparation courses has increased to over 50%. The subjects of this study were secondary school students enrolled in the Duval County Public School system. The research was conducted using a two-part survey instrument containing 24 demographic questions and 76 questions related to vocational education. The survey instrument was subjected to content validity analysis by a panel of experts from various universities. Additionally, a validation panel, consisting of 12 vocational education teacher interns, critiqued the instrument. This study was helpful in illuminating the contradictions in commonly held perceptions of vocational educators, guidance counselors, school administrators and political decision makers towards secondary students and their declining interest in vocational education. Five hypotheses were tested relative to the relationship between student personal factors and perceptions of vocational education. The five hypotheses sampled were statistically significant, and R squared values indicate that an appreciable amount of variation in perceptions can be accounted for by student background. Demographic factors are related to students' perceptions of vocational education, with socio-economic status most appreciable among the several predictors.

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11

Brown, Michael John Moorcroft. "Entrepreneur education assessment in secondary schools". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29416.

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The purpose of this research report is to investigate how Entrepreneurship is being taught in the classroom of secondary schools and to see if there is a vast difference between how it is taught across the income spectrum of the students.The research used a qualitative methodological approach. Questionnaires were sent out to respondents selected by the researcher (convenient sample). Then there was a follow-up in-depth interview with all the respondents. The respondents are all teachers who currently teach entrepreneurship at secondary schools and were divided into three groups depending on the school they teach at. There is the private school, the Model C School and the public school.The research revealed that there are vast differences in the way entrepreneurship is taught between the schools. Private schools have a large component of ‘beyond the classroom’. These include company visits, guest lecturers on entrepreneurial exercises. Model C Schools were very limited with the ‘odd’ guest lecturer and ‘fund raising’ poject. Public schools have no practical component to entrepreneurship what so ever. All the previous research suggests that a practical component to teaching entrepreneurship is vital. This research high-light’s that entrepreneurial education is seriously lacking at secondary school level in that a practical component seems to be missing.This research report looked at different schools to see if there was possibly a model that could be replicated across secondary schools that could bring in a practical element to teaching entrepreneurship. A model was found called, ‘R10 in ten days’. Students are placed in pairs and given R10 on a Wednesday. The following Friday they return the R10 and profit. They pay 20% to the school and keep the rest. This is a model that can be implemented in every school. Furthermore it creates a culture of ‘entrepreneurship’. Parents, relatives and friends get involved. A culture that encourages entrepreneurs is far more successful than one that doesn’t.
Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted

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12

Acayo, Penina Christine. "Design Education for Ugandan Secondary Schools". Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364638399.

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O'Neil, Kason M. "Innovative Assessment in Secondary Physical Education". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4041.

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14

Mohlakwana, Mokgadi Agnes Ursula. "Managing transformation in Gauteng secondary schools". Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08082008-175204/.

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Fung, Yee-lai Elite. "Perceptions of quality education by a sample of secondary school principals in Hong Kong". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057726.

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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.

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North, Christopher John. "A self-study of outdoor education in secondary teacher education". Thesis, University of Canterbury. School of Sport and Physical Education, 2015. http://hdl.handle.net/10092/10926.

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As a teacher educator, I was concerned at the passive roles that pre-service teachers (PSTs) seemed to take in my outdoor education (OE) courses and I believed that more authentic (teacher-like) experiences would assist PSTs to take more active roles. Early in this research I developed a metaphor of PSTs as passengers on the long distance flight (their degree) to the destination (of teaching) to explain some of this passivity. Using a self-study methodology, I examined a variety of ‘authentic’ learning experiences during a semester-long course. Guided by Schwab’s commonplaces, I accessed perspectives of learners, milieu, teacher educator and discipline to provide me with some certainty about the effects of my teaching. The authentic learning experiences included my use of transparent teaching (open journaling and thinking aloud), modelling of proposed graduating teacher standards, fatality case studies and handing over control on an OE camp. As the research progressed, it became apparent that my initial framing of the problem of PST passivity was flawed. In particular, the most authentic experiences of teaching on the OE camp did not necessarily result in the active learning I had anticipated. Through the self-study methodology, I came to realise that authenticity was impeding the learning of some students. I reframed my approach to teacher education and used Schwab’s eclecticism to also acknowledge the equal importance of passive learning, inauthenticity and teacher uncertainty. I argue that this eclectic approach provides a more nuanced and fuller understanding of teaching and learning in the OE course. Finally, I discuss the criteria within self-study for demonstrating improvement and representation of results.

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18

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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Ammah, Jonathan Osbert Ayi. "Inclusion practices of secondary physical education teachers". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371558634.

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Moss, Roy Allen. "The Impact of Secondary Career and Technical Education on Postsecondary Career and Educational Placement". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125130.

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The purpose of this research was to provide evidence of the impact career and technical education courses have on students after graduation. Numbers of Career and Technical Education (CTE) completers have continually dropped at the participating schools for the past five years. Five categories of placement after graduation were studied including the following: college, employment, postsecondary vocational training, military, and no placement. Archival data were gathered from postgraduate surveys conducted by high schools as required by the Missouri Department of Elementary and Secondary Education. Data were collected for graduates in 2011, 2012, and 2013 from four area high schools that provide CTE training to some students at their own high schools and send a portion of students to an area career center for additional offerings. A Pearson product-moment coefficient of correlation (Pearson r) was calculated, and t-tests were used to assess the data. The findings revealed large positive relationships between completers of CTE programs and placement in college, employment, or related locations, yet the results of the t-test indicated there was no significant difference (at p < .05) between the placement for students who attended either a District or Area Career and Technical facility. This research may assist schools in presenting the benefits of CTE training to fifth- through tenth-grade students, provide ways for schools to better implement CTE programs, and to make the programs more accessible to future students.

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Alcaraz, Melissa. "Mothers Matter: The Role of Parents’ Education in Predicting Children’s Educational Persistence in Mexico". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152417466378305.

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22

Lai, Kin Peng. "Bilingual education for secondary schools in Macao". Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636604.

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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.

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Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

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The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.

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Ewing, Gillian. "Secondary school art education : the artist’s viewpoint". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25386.

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Artists are seldom consulted in the making of school art programs yet many are vitally concerned with the need for a visually literate public. This study summarizes the history of art education, examines recent issues documented by art educators, looks at opinions of artists of this century on the teaching of art, and presents interviews with six British Columbian artists to elicit their thoughts on what is necessary in a secondary school art curriculum. The interviews are essentially informal in nature and only those remarks dealing with secondary school education, or related concepts, are included. The final chapter contains an infusion of the artists' ideas under headings suggested by issues raised by art educators. An evaluation of the data collected from the interviews leads to recommendations for consideration for secondary school programs and the conviction that artists should be encouraged to participate in matters relating to art education.
Education, Faculty of
Graduate

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Bamora, Florence Naah. "Gender inequality in secondary education in Ghana". Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5295.

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This thesis examines some of the issues surrounding extensive gender inequalities operating within the school, family and the wider society which affect girls’ rights to education. It reveals that institutional culture within the home, community and school reinforces gender inequality and continue to limit girls’ access to school and in performing equally to boys, especially in science and mathematics subjects. It is based on interviews, focus group discussions, observations and life history interviews I conducted with students (girls and boys between the ages of 15 and 22), school dropouts, teachers, parents and education officials in a secondary school in Ghana. Following a brief review of the literature on the construction of gender in general and femininity in particular, as well as literature on gender and education, focusing mainly on factors and causes of girls’ unequal access to, and performance in schooling in Ghana and Africa in general, I analyse the differential experiences of schoolgirls and how these gendered experiences impact on their performance, achievements, choice of subject and future aspirations from a gendered perspective, using the social construction of gender as a theoretical framework. It explores the ways in which teachers’ and parents’ attitudes discriminate against girls on gender lines and help to perpetuate particular perceptions and expectations about the appropriate education of boys and girls. This thesis also examines the factors and situations which contribute to the incidence of high dropout rates among girls in the study area with an emphasis on household factors such as poverty, pregnancy and gendered cultural practices. It analyzes how leaving school without adequate skills and qualifications impacts negatively on the career prospects of school dropouts, especially girls. It evaluates the successes and challenges of Girls’ Education Unit (GEU) and government policies at improving girls’ educational attainment and opportunities with emphasis on how educational officials perceive government policies in achieving gender equality in the study area and suggests gender sensitive strategies and policies that would help bridge the gender gap as well as provide guidance for educational policy makers in the Ghanaian education system.

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Mohammad, M. S. "Technical/vocational secondary education planning in Iraq". Thesis, University of Salford, 1989. http://usir.salford.ac.uk/2115/.

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The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has proposed that economic growth in developing countries can best be achieved through a good delivery of technical/vocational education targeted to the specific needs of the country and its economy. In Iraq, the state regards technical/vocational education within the secondary system of education as the main source of the middle-rank skilled labour needed to satisfy the requirements of the economy. This study analyses the development of technical/vocational secondary education policies in Iraq. It seeks to examine this system in relation to the country's geopolitical, economic, social and cultural circumstances. The first chapter considers the arguments for and against I technical and vocational: education. The second chapter is concerned with Iraq's geopolitical position and examines the structure of its society. It will also examine the evolution and development of the Iraqi economy, with the main focus on the period after 1968. The third chapter is an analysis of the existing Iraqi educational system, including principles, aims and priorities, levels of education and quantitative growth, education finance and administration, curriculum and examination system. The fourth chapter reviews the nature of and growing need for technical and vocational education throughout the history of the country. The fifth chapter evaluates the existing system of technical and vocational education by firstly, examining its characteristics and then the problems facing it. Implications for planning and the reform of technical and vocational education in Iraq emerge from the conclusions and suggestions which constitute the final part.

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SANTOS, LARISSA DA CONCEICAO BORGES DOS. "GRAPH THEORY IN SECONDARY EDUCATION: A PROPOSAL". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33072@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE MESTRADO PROFISSIONAL EM MATEMÁTICA EM REDE NACIONAL
Este trabalho procura motivar e propor direções para uma abordagem de rudimentos da Teoria de Grafos nos anos finais da educação secundária brasileira. Os conceitos básicos da teoria são apresentados no contexto de desafios lúdicos e situações cotidianas. Procura-se ainda destacar a interdisciplinaridade e a atualidade do tema, apresentando exemplos provenientes de ramos tão diversos como eletrônica, transportes, arqueologia e genética.
This work makes a case for the inclusion of some rudimentary Graph Theory in the final years of secondary education in Brazil, and also puts forward some suggestions of approach. The most basic concepts are presented in a light key, taking advange of puzzles and day to day situations. An effort was made to highlight the connections and applications of the theory to many branches of science and technology, such as electronics, transports, archeology and genetics.

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Mohammed, Ismail Syed Ali. "Secondary education in Europe: differences and similarities". Thesis, НТУ "ХПІ", 2015. http://repository.kpi.kharkov.ua/handle/KhPI-Press/15939.

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Jones, Gaybrielle Irene. "Using Drama Therapy Techniques in Secondary Education". University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1334167898.

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Dalfrey, Karen E. "Integrating biodefense topics into secondary education curriculum". Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4512.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 176. Thesis director: Patrick Gillevet. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Biodefense. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 167-175). Also issued in print.

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Ababatain, Seham. "Computer education in Saudi Arabian secondary schools". Thesis, University of Manchester, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516599.

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O'Neil, Kason M., i LeAnn Kesserling. "Teaching Tactical Concepts in Secondary Physical Education". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4036.

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O'Neil, Kason M. "Kicking up Assessment in Secondary Physical Education". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4038.

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Rowe, Dawn A. "Career Technical Education & Secondary Students with Disabilities". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5935.

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Previous research has found enrollment in CTE is predictive of positive outcomes in postsecondary education and employment. Students with disabilities who engage in a concentration of CTE courses in high school: (a) have fewer unexcused absences, (b) are more likely to graduate high school on-time, and (c) are more likely to be employed after high school than those students enrolled in few to no CTE courses. Outcomes of youth with disabilities are influenced by many factors (e.g., expectations). Services provided to students while in high school also contribute to positive outcomes. One important transition service that can be provided to students while in high school to assist in mitigating poor outcomes for youth with disabilities is access to career technical education (CTE). The content presented will support practitioners in aligning services and supports in the Individualized Education Program (IEP) to increase the likelihood of postschool success after high school.

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Rowe, Dawn A., Charlotte Y. Alverson, Stephen Kwiatek i Catherine H. Fowler. "Effective Practices in Secondary Transition: Operational Definitions". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5932.

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Stevens, Jessica Ann. "The relationship between job satisfaction and educational leadership among teachers in secondary education". Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570213.

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The increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who have left is a costly challenge. In California, 13% of new high school teachers leave the profession within the first two years of teaching and 22% leave within the first four years, even after successful completion of a teacher support program funded by the state (Reed, Reuben, & Barbour, 2006). Teacher attrition is a growing concern to both the state and the nation.

In this quantitative correlational study, one public high school within San Diego Unified School District served as a sample reviewed for data relating to teacher job satisfaction and elements of educational leadership that work to promote teacher retention. Data were analyzed to formulate a conclusion regarding job satisfaction and the set of predictor variables including the general quality of administrative leadership within a teacher’s educational environment, problem-solving conducted by the leadership in place, professional respect demonstrated for the educator by school leadership, professional development opportunities for teachers, and projected length of employment of the teacher.

A Bonferroni adjustment was performed on the original alpha level (α = .05) to reduce the likelihood of a type I error (false positive interpretation). Due to the application of the Bonferroni correction, the research study presented the finding that job satisfaction was not related teacher job satisfaction. Recommendations include the integration of relevant, focused professional development opportunities for teachers, with the ultimate goal in mind to retain dedicated, quality educators who seek to improve the lives of their students daily.

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Jacobs, Jodee Elizabeth. "Secondary Special Education Teachers and Transition Specialists| Collaborative Efforts". Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602670.

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This qualitative case study explored how secondary special education teachers and transition specialists perceived their collaborative efforts when transitioning students with Autism Spectrum Disorder (ASD) from secondary to higher education. The theory of transition established the platform for this study. Two of the theoretical principles of situation and support were used as a lens to determine the collaborative perceptions between these two educator groups. The research questions specified educator perceptions of collaboration throughout the transition process and building collaborative relationships. The sample consisted of seven secondary special education teachers and seven transition specialists within the State of Arizona. Data collection sources the secondary transition plan document, semistructured individual interviews and two focus group sessions. Data coding procedures determined specific patterns that emerged in the analysis. A total of seven themes emerged: Collaboration ongoing, team effort, unrealistic expectations affect transition, attitude of specialists affecting student success, trust is vital to building relationships, lack of knowledge in preparing students during transition, and the importance of parental involvement throughout the transition process. The results that provided the greatest influence to the collaborative process included parental involvement and relationships, trust building between educators, continued training, provision of resources, and the development of the transition plan. The implications of this study suggested that educational organizations provide opportunities for these specialists to attend trainings for continued professional development.

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Mallon, Philip. "Impact of innovation in science education on small rural secondary education". Thesis, University of Ulster, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241993.

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Milligan, Elizabeth Mary Anne. "Conceptualising educational quality in Kenyan secondary education : comparing local and national perspectives". Thesis, University of Bristol, 2014. http://hdl.handle.net/1983/65f8cc82-fa9b-4daa-a00e-0d2c93b004a2.

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Considerable research has highlighted the power of development agencies and the influence of international agendas in national policymaking across the Global South. In recent years, increasing critical attention has been paid to the promotion of the dominant economic and rights-based approaches to educational quality at the primary level, with some authors arguing for the reconceptualisation of educational quality in alternative and participatory ways. This study contributes to this literature by developing the relationship between pm1icipation and context and addresses gaps in the existing knowledge by shifting the focus to the secondary level where it is argued out-of-school factors are pat1icularly pet1inent. Kenya was one of the first African countries to extend free basic education to the secondary level with the introduction of the Free Secondary Education (FSE) policy in 2008. This is, to my knowledge, the first in-depth case study of its implementation and the associated challenges to educational quality. The study documents local conceptualisations of quality in Kenyan secondary education and compares and contrasts these with those identified in the national FSE policy documentation. The empirical research answers three research questions: (1) how is quality defined in the Kenyan FSE policy documents? (2) what does a quality secondary education look like for a range of local stakeholders? (3) what are the main challenges facing secondary education in practice in two case study schools? Guided by a postcolonial methodological framing, the research is conducted using a two-level case study design. At the national level, thematic discourse analysis is employed to interrogate dimensions of quality in the policy documents, and at the local level, in one rural community in the Kisii region, a range of qualitative and pm1icipative methods are used to gather data on the perspectives, experiences and attitudes of teachers, students, governors and parents. At the national level, thematic discourse analysis reveals the strong presence of global discourses underpinned by Eurocentric values with little contextualisation for Kenya. Key findings from the local level include that major challenges facing secondary education in practice are imposed from above through policy and curricular decisions. The student-generated data shows that many also face significant out-of-school challenges related to poverty, an unconducive home environment, sex and alcohol. These act as barriers to their achievement of a quality education. A perceived quality education is shown to be one that addresses such curricular and out-of-school challenges, promotes a quality school where good governance and discipline are pm1icularly highlighted, and has wide-ranging outcomes.

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Nicoll, Carol Patricia. "The dynamics of individual teacher autonomy: A case study of teachers' work in a Queensland secondary school". Thesis, University of British Columbia, 1997.

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The emphasis on collegiality and collaboration in the literature on teachers' work and school reform has tended to underplay the significance of teacher autonomy. This thesis explores the dynamics of teachers' understandings and experiences of individual teacher autonomy (as contrasted with collective autonomy) in an independent school in Queensland which promoted itself as a 'teachers' school' with a strong commitment to individual teacher autonomy. The research was a case study which drew on methodological signposts from critical, feminist and traditional ethnography. Intensive fieldwork in the school over five months incorporated the ethnographic techniques of observation, interviews and document analysis. Teachers at Thornton College understood their experience of individual autonomy at three interrelated levels--in terms of their work in the classroom, their working life in the school, and their voice in the decision-making processes of the school. They felt that they experienced a great deal of individual autonomy at each of these three levels. These understandings and experiences of autonomy were encumbered or enabled by a range of internal and external stakeholder groups. There were also a number of structural influences (community perceptions, market forces, school size, time and bureaucracy) emerging from the economic, social and political structures in Australian society which influenced the experience of autonomy by teachers. The experience of individual teacher autonomy was constantly shifting, but there were some emergent patterns. Consensus on educational goals and vision, and strong expressions of trust and respect between teachers and stakeholders in the school, characterised the contexts in which teachers felt they experienced high levels of autonomy in their work. The demand for accountability and desire for relatedness motivated stakeholders and structural forces to influence teacher autonomy. Some significant gaps emerged between the rhetoric of a commitment to individual teacher autonomy and decision-making practices in the school, that gave ultimate power to the co-principals. Despite the rhetoric and promotion of non-hierarchical structures and collaborative decision-making processes, many teachers perceived that their experience of individual autonomy remained subject to the exercise of 'partial democracy' by school leaders.

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Obuhatsa, Joshua Otieno. "Values education in Kenya : Christianity and African tradition : a study of contrasts and continuities in education". Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10019786/.

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This thesis addresses the perceived need for a justifiable and coherent values education paradigm in Kenya's Education. It focuses on contrasts in education policy with implications for values education. The first two post colonial education reports: the Ominde Commission (OC) 1964/65 and the National Committee on Educational Objectives and Policies (NCEOP) 1976 agree that education should promote socioeconomic and political development. However, they disagree over the role of religion, particularly, Christianity and African Socialism in underpinning values within this development. This thesis attempts to present an argument that in contemporary Kenya's secondary educational context, there is a need for a holistic values education paradigm. If a Christian curriculum is to be viable, in order to be relevant both to the lives of young people and to the developing context of Kenya, Christian related values education must connect with the whole human environment to make Christianity meaningful, relevant, implicit and applicable to life. The OC recommends Judeo-Christianity to underpin the values, but later contradicts this stance. It consigns ethics to the 'Hidden Curriculum', doubting whether values education can be part of a formal school curriculum. The NCEOP radically reverses the order, rejecting religion particularly Christianity. It paradoxically recommends African traditional values, which are of course, themselves, implicitly religious. These contrasting views concerning the theory of knowledge in this educational context are problematic. Through documentary, discourse, and theoretical analysis of and commentary on relevant documents and literature together with a supportive descriptive questionnaire, this thesis argues for the possibility of applying contextualisation, a theological construct which involves a number of concepts, to education; a philosophical framework which relates religion to the context of the learner and could provide a coherent values education paradigm. Part one of the thesis establishes the contrasting views and elaborates key points of tension. Part two analyses the philosophical issues involved. Part three presents and analyses research findings. Part four investigates the contextualisation continuum to draw some conclusions at the level of general principles and make some tentative proposals at the level of Curriculum. Part five summarises the study with recommendations and conclusions. My vision is that a Judeo- Christian based values education paradigm within the contextualisation continuum will coherently underpin the holistic development of Kenyans for their own good and that of the society.

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Griffith, Dana L. "Noncore Secondary Teachers' Lived Experience ofTKES Evaluative Feedback". Thesis, Piedmont College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746749.

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The purpose of this study was to explore the noncore secondary teachers' lived experience with Georgia's Teacher Keys Effectiveness System (TKES) evaluative feedback. This descriptive phenomenological study examined Georgia's noncore teachers' use of evaluative feedback from TKES to inform and impact classroom effectiveness. The essence of the experience of receiving evaluative feedback is revealed through in depth interviews with 30 noncore secondary teachers from three districts in Georgia.

The findings in this study suggest that TKES evaluative feedback has the potential to support a positive change in the noncore classroom provided appropriate time and resources are dedicated to implementing the evaluative process with fidelity. Traits of effective feedback that resonate throughout the literature review and study findings are the need for feedback to be specific, timely, ongoing, and linked to professional development. The need in the noncore classroom for teachers to receive content-specific feedback was uncovered. Additionally, the need to build additional time and resources into the school year to ensure evaluative feedback has the potential to accomplish the goal of teacher growth and become a positive part of the teaching profession was uncovered. The findings of this study allow an opportunity for the voice of the noncore teachers' experience with TKES evaluative feedback to be heard, generating a pathway to improved feedback and growth in their classroom.

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Kwan, Kam-por. "The educational costs of secondary schooling in Hong Kong". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627255.

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Sunley, Rosalind Clare. "Realising the spiritual dimension in secondary education : listening to the voice of secondary teachers". Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430170.

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Holder, Morgan Brett. "Collaborative Efforts between Agricultural and Special Education Teachers to Enhance Inclusion of Students with Disabilities into Agricultural Education". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103322.

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This study was conducted to determine experiences of southwestern Virginia high school agricultural and special education teachers with regards to the collaboration that may or may not exist between them to enhance the learning of students with special needs (SWD) taking agricultural education classes. It also sought to determine factors that motivate or inhibit collaboration, strategies for overcoming the barriers that may exist, and indicators of effective collaboration between these teachers. The following research questions were answered by conducting the study. 1. What is the status of collaboration between agriculture and special education teachers to enhance inclusion of students with disabilities? 2. What factors exist that either motivate or inhibit collaboration between agriculture and special education teachers with regards to enhancing the inclusion of student with disabilities in agricultural education classes and laboratories? 3. If barriers exist that inhibit collaboration between agriculture and special education teachers, what strategies might be implemented to overcome them? 4. What indicators reveal the establishment and continuation of effective collaboration between agriculture and special education teachers with regards to enhancing SWD learning in agricultural education classrooms and laboratories? The researcher used interviews as the qualitative research tool. Convenience, criterion, and purposeful sampling were used by the researcher to identify participants to best answer the studies' research questions. Overall, collaboration between agricultural and special education teachers did exist. The frequency of collaboration depended on many factors. In most schools the frequency was limited due to a number of barriers. Examples of these barriers included, but were not limited to, lack of knowledge of each teacher regarding the other teacher's discipline, case overload for special education teachers, lack of time provided for collaboration, and the physical distance between the agricultural and special education departments. Examples for overcoming the barriers included, but were not limited to, enhanced communication via technology, creative scheduling to allow for collaboration, and provision of professional development to enhance the knowledge of each teacher regarding the discipline of the other teacher.
Doctor of Philosophy
This study was conducted to determine experiences of southwestern Virginia high school agricultural and special education teachers with regards to the collaboration that may or may not exist between them to enhance the learning of students with special needs (SWD). It also sought to determine factors motivating or inhibiting collaboration, strategies for overcoming the barriers that may exist, and to show indicators of effective collaboration. Sixteen secondary teachers were interviewed by the researcher. Eight secondary agriculture and eight special education teachers were participants. Overall, the working relationship between agriculture and special education teachers did exist. Their working relationship depended on many factors. In most schools, the frequency was limited due to a number of barriers. Examples of these barriers included, but were not limited to, lack of knowledge of each teacher regarding the other teacher's discipline, case overload for special education teachers, lack of time for collaboration, and the physical distance between the agricultural and special education departments. Examples for overcoming the barriers included, but were not limited to, enhanced communication through technology, creative scheduling, and improving training to increase the knowledge of each teacher regarding the discipline of the other teacher.

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Ekwunife, Joe A. "Technology and secondary school science education : how can non-formal education help?" Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257960.

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Bonsuuri, Camillo Abatanie. "Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana". Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/248.

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In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers or groups of teachers, for which students were charged extra fees. The ban is referred to as the “policy on extra classes.” This study examined the genesis and justification of the said policy, including the current phenomenon of extra classes in Ghana. The study analyzed the policy’s impact on secondary education in the country, particularly Northern Ghana, using the lens of education stratification in a qualitative interpretive policy analysis approach. Interviews of leading Ghana education officials conducted in 2010 were the predominant source of data in this research, with corroboration from analysis of policy texts and review of the media. The conclusions and recommendations that emerged from this study included: accountability, the responsible use of school time and instructional time, and education equity and adequacy. Other issues concerned social justice, teacher remuneration and motivation, and the need for equitable national education policies that reckon with the disparities in the country. In particular, this study took issue with the culture of nonimplementation of education policies in Ghana, with particular reference to the policy on extra classes. The study contended that the partial or non-implementation of education policies deepens education stratification in the country.

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Gundogan, Mehmet. "In-service education needs of secondary education automobile technician teachers in Ohio /". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894438605.

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Levy, Andrea S. "Secondary mathematics teacher education : a methods course syllabus /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7636.

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