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Journal articles on the topic 'Higher school'
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1
Mančinskas, Česlovas. "Higher courses as the first higher school in Lithuania." Lietuvos istorijos studijos 3 (December 30, 1996): 75–89. http://dx.doi.org/10.15388/lis.1996.37480.
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After the newly independent Lithuanian state had been established, the necessity of development of economics, education, culture, and the state governing machinery became obvious. So the society needed a sufficient amount of educated specialists, which, at this moment, especially with a higher education, had only been a few. Because of the Russian tsarist governmental politics of national oppression, and having no higher school, the country remained undeveloped for almost a century. According to the data of the first general census of the population, only 42.18% of the population of Lithuania were literate, 25.18% were half-literate, and the others were illiterate persons. In 1919 the Lithuanian government decided not to establish a national higher school and to send young people for education to foreign higher schools. On 27 January, 1920, the Lithuanian intelligentsia of a democratic orientation decided to establish and financially support the first private higher school in Kaunas — "The Higher Courses." Z. Žemaitis was the first head of them, and J. Vabalas-Gudaitis, the next one. There were 6 departments (faculties): Humanitarian, Law, Mathematical-Physical, Technical, and Medical at the Courses, and they were headed by the deans E. Volteris, A. Janulaitis, Z. Žemaitis, T. Ivanauskas, J. Šimoliūnas, and M. Nasvytis. There were 522 unattached students and 34 lecturers.
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Khodov, L. "Germany's Higher School Problems." Voprosy Ekonomiki, no. 7 (July 20, 2009): 147–52. http://dx.doi.org/10.32609/0042-8736-2009-7-147-152.
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Vasileios, Apostolidis, Kalogeropoulos Kleomenis, Stathopoulos Nikolaos, et al. "Mapping student performance towards higher education." Mapping student performance towards higher education 3, no. 6 (2021): 54–59. https://doi.org/10.5281/zenodo.5773941.
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Student performance and consequently the access to higher education have been a means of improving the social status of individuals, while it was believed that the issues related to the reproduction of caste and social inequalities in Greece could be addressed. The study of access to tertiary education in Greece is the subject of this research work. At the end of the last class of the high school, i.e., the upper secondary school, general examinations are carried out in our country which, lead to some University Department. This work is intended to highlight the geographical dimension of the performance of secondary school pupils in order to achieve a post in higher education. For the needs of the work a spatial database in GIS environment was created from the performance of 72,619 students (1202 high schools) of the 3rd class of high school of the 2012-2013 school year
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Subramanian, N. "Creativity of Higher Secondary Students with Regard to Nature of School." International Journal of Research in Humanities & Soc. Sciences 2, no. 6 (2017): 57–60. https://doi.org/10.5281/zenodo.13143979.
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Present study was undertaken to examine the level of creativity and creativity among boys’, girls’ and coeducation school higher secondary students. For that purpose, 299 higher secondary students were selected randomly from ten different schools of Tirunelveli district out of which 36 were taken from boys’ schools, 35 were taken from girls’ schools and the remaining 228 were taken from co-education schools. Creativity questionnaire by Geoffrey Petty for higher secondary students was used to examine the level of creativity among the higher secondary students. The result of descriptive analysis revealed that 69.4% of boys’ school higher secondary students have high level of creativity. The result of inferential analysis (ANOVA) revealed that there is significant difference in creativity of higher secondary students with regard to nature of school. From the result of Scheffe test and mean differences, it was also found that the boys’ school higher secondary students have more creativity than the girls’ school and co-education school higher secondary students.
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Dr., A. C. Lal Kumar. "EMOTIONAL INTELLIGENCE AMONG HIGHER SECONDARY TEACHERS." International Journal of Applied and Advanced Scientific Research 1, no. 1 (2016): 94–97. https://doi.org/10.5281/zenodo.159959.
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The present study was conducted to investigate emotional intelligence among higher secondary teachers in relation to certain demographic variables viz. gender, type of management, nature of school, location of school and marital status. Emotional intelligence is denied as one of the important aspects in educating a person to be balanced as a whole. Through emotional intelligence, one will become more successful in life as compared to individuals that gain solely high levels of intellectual intelligence (IQ). Emotional intelligence also provides liberty for individuals to explore self potentials, as well as providing opportunities for individuals to harmonize themselves with their self emotion. Descriptive survey method of research was used for collecting the data using Emotional intelligence by Scale Anukool Kyde, Sunjyat Dethe and Upinder Dhar (2001). Sample included 300 randomly selected higher secondary teachers from various schools at vellore City. Descriptive and inferential statistics were used to compare the means between the groups. Findings of the study revealed that (1) there is no significant difference between emotional intelligence of higher secondary teachers with respect to their gender, type of management, nature of school, location of school and marital status and (3) study revealed there is average level of emotional intelligence among higher secondary school teachers towards the gender, type of management, nature of school, location of school and marital status.
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Sukhanova, Natalia P. "Scientific School at higher education institution: professional formation of a researcher." Science and School, no. 2, 2020 (2020): 39–45. http://dx.doi.org/10.31862/1819-463x-2020-2-39-45.
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In the modern education system, strategies for improving the scientific potential of universities are being developed, in light of which issues related to streamlining the work of scientific schools in universities and large-scale involvement of students in research of scientific schools are being updated. The phenomenon of a scientific school is considered as an effective mobile reserve on the way to increase the scientific component in a university. Attention is focused on the ambiguity of the concept of a scientific school and the lack of a unified conceptual approach in relation to the definition of this concept. Emphasis is placed on philosophical studies of the phenomenon of the scientific school. The criteria of success of a scientific school are analyzed. Particular attention is paid to the continuity of generations in a scientific school and the importance of personal contacts between teacher and student. A scientific school will cease to exist if it is not replenished with new personnel, the cultivation of young scientists is the most important task of modern higher education. A significant difference between the scientific school and the research team is revealed. The value of a scientific school in the professional development of a researcher is shown on the example of the M. A. Rozov’s theory of social relay races. It is concluded that scientific schools are an integral part of education and the successful existence of scientific schools requires further study and an integrated science-research approach.
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Manickam, VA. "Comparative Study of Posture Deviation on C.B.S.E Higher Secondary School Boys and Government Higher Secondary School Boys." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 148–51. http://dx.doi.org/10.34293/sijash.v10is1.5227.
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The purpose of the study was to analyze the postural deviation among the CBSE Higher Secondary School Boys and Government Higher Secondary School Boys. For the purpose of the study, a total of 200 higher secondary school boys randomly were selected from the CBSE Higher Secondary Schools and Government Higher Secondary School in Sivagangai District, Tamilnadu, India. The age of the selected subjects were ranged from 15 to 17 years. The subject belonged to different areas of Sivagangai districts. Before rating the postural deformities the investigator had briefly explained about test items to the subjects, the purpose of the study and their role, the subjects were motivated to give relevant personal data and co-operate to take the necessary postural deformities rating test. The test for the study was New York Posture Rating Test Prior to the administration of tests the investigator assembled the subjects and briefed them about the purpose of the tests and the testing procedure. New York State Physical Fitness Test manual includes a posture assessment method. This test contains a series of profile illustrating 13 posture areas. For each area 3 profiles are provided for good, fair and poor posture. These are scored 5, 3 and 1 respectively. The data collected from the groups on the selected variables were statically examined to find out whether there was any significant difference between CBSE Higher Secondary School Boys and Government Higher Secondary School Boys, ‘t’ ratio was employed. The level of significance was fixed at 0.05 level of confidence. On the basis of result and within the limitation of present study the following conclusion were derived from this study. It is concluded that there is significant difference on postural deformities between the two groups the result revealed that the Government school students was better than the C.B.S.E School Students
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Dr. M. Soundararajan, Dr M. Soundararajan. "Science Interest of Higher Secondary School Students." Indian Journal of Applied Research 3, no. 7 (2011): 172–73. http://dx.doi.org/10.15373/2249555x/july2013/51.
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Chaikovska, Olha. "Research on academic mobility in higher school." Pedagogical Education:Theory and Practice, no. 30 (June 14, 2021): 99–111. http://dx.doi.org/10.32626/2309-9763.2021-30-99-111.
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Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.
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Rodina, Olga, Alexandra Panova, Margarita Zaichko, Inessa Medvedeva, and Natalia Laletina. "Environmental education in Higher School." BIO Web of Conferences 141 (2024): 04033. https://doi.org/10.1051/bioconf/202414104033.
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The importance of environmental education of the younger generation is recognized at the national and international levels. It is noted that the integration of environmental education into the system of general, professional and supplementary education as a steady interdisciplinary educational process helps continuous development of environmental literacy, environmental awareness, environmental thinking, environmental behavior, environmental culture and, in general, an environmentally oriented personality. In this regard, the aim of our research was to green engineering education in Higher School. Research methods: a theoretical analysis of scientific publications and a summary of advanced experience on ecological education, pedagogical observation and conversation, content analysis of studentsꞌ written assignments and project works. As a result, the paper generalizes theoretical knowledge about environmental education and substantiates that environmental education in Higher School is possible through enriching curricula with environmental topics and applying IT and interactive technologies that involve university engineering students in environmentally oriented activities. It concludes that IT and ecology oriented interactive technologies contribute to an increase in social and ecological knowledge, development of skills for interpreting information in the field of ecology and increasing experience in dealing with various environmental problems of local, regional, national or international significance. The results presented in research supplement the theory and practice of environmental education in Higher School and can be applied to the greening of curricula of various university disciplines, which is relevant in the context of the greening of higher education.
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Tulegenova, E., T. Gapko, and E. Dalenov. "Adaptation of Higher School Students." FASEB Journal 22, S2 (2008): 105. http://dx.doi.org/10.1096/fasebj.22.2_supplement.105.
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Clark, Shirley M. "Higher Education and School Reform." Review of Higher Education 17, no. 1 (1993): 1–20. http://dx.doi.org/10.1353/rhe.1993.0000.
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Lagowski, J. J. "School Reform and Higher Education." Journal of Chemical Education 71, no. 1 (1994): 1. http://dx.doi.org/10.1021/ed071p1.
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Dennis, Marguerite J. "Reinventing school: Higher ed innovators." Enrollment Management Report 26, no. 11 (2023): 3–11. http://dx.doi.org/10.1002/emt.31023.
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Dennis, Marguerite J. "Reinventing School: Higher Ed Innovators." Women in Higher Education 32, no. 4 (2023): 6–13. http://dx.doi.org/10.1002/whe.21262.
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Dennis, Marguerite J. "Reinventing school: Higher ed innovators." Dean and Provost 24, no. 7 (2023): 7–8. http://dx.doi.org/10.1002/dap.31163.
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Dennis, Marguerite J. "Reinventing school: Higher ed innovators." Recruiting & Retaining Adult Learners 25, no. 6 (2023): 3–6. http://dx.doi.org/10.1002/nsr.30993.
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Johnraj David, D., and Mr Muthupandi. "Influence of Social Media Activities on Higher Secondary Students." Shanlax International Journal of Education 9, no. 4 (2021): 414–18. http://dx.doi.org/10.34293/education.v9i4.4279.
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Social media is a convenient network of communication for people nowadays. This study is an attempt to examine the application and usefulness of social media activities in academics. The main objective of the study is to find out the level of social media activities of the higher secondary students concerning gender, class, locality of the school, and types of school. The sample size for the study comprised 707 students. The investigator used the social media activities scale prepared and validated by D.Johnraj David and Dr.P.Muthupandi. A Simple random sampling technique was used to collect the sample from various schools. Data was analysed through mean, standard deviation, and “t” tests. The findings of the study indicate that (i) male students have significantly higher use of social media activities than female students (ii)students studying in XII standard have significantly higher use of social media activities than students studying in XI standard students (iii) urban locality school students have significantly higher use of social media activities than rural locality school students(iv) students studying in aided schools have significantly higher use of social media activities than students in unaided schools.
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Dr., G. Visvanathan, and Krishna G. "STUDY INVOLVEMENT OF HIGHER SECONDARY STUDENTS." International Journal of Interdisciplinary Research in Arts and Humanities 3, no. 1 (2018): 345–48. https://doi.org/10.5281/zenodo.2527699.
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Study involvement has been one of the focus areas of research as its post-effect on academic performance can’t be taken on a lighter note. The authors used data form a well-planned and selected representative of sample in Villupuram district to examine the study involvement of higher secondary school students. Adapting survey method and simple random sampling, a total of 200 sample was drawn from twelve higher secondary schools. Study Involvement Inventory, constructed and standardized by Asha Bhatnagar was used and the collected data were statistically treated using mean, standard deviation and t-test. The results suggested that the level of study involvement was average. No significance of difference was found with respect to the background variable variables gender, location of school, type of school, parental income and parental education.
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Nahorna, Olena, Svitlana Lytovchenko, Marian Tripak, Tamara Serhiienko, and Iryna Khmil. "PROVIDING INCLUSIVE LEARNING AT HIGHER SCHOOL." Conhecimento & Diversidade 15, no. 37 (2023): 193–209. http://dx.doi.org/10.18316/rcd.v15i37.10946.
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Providing inclusive learning at higher school is fulfilled on the basis of using specialized infrastructure, pedagogical practice and pedagogical workers’ effective work. An important direction of the study in the academic paper is the analysis of the key principles of forming inclusive learning at higher school using the experience of developed countries and its implementation in pedagogical practice. The issue of ensuring inclusive education is an urgent one for the social policy of any country, as it plays a significant role in ensuring the development of human capital and promoting demographic policy. The purpose of the present academic paper is to analyze the features of organizing inclusive learning at higher school. The state policy for inclusive education formation should include several measures aimed at improving the educational environment, training highly qualified pedagogical workers and a number of tools used during the educational process. The academic paper studies the key principles of organizing inclusive learning and the basis for its further development. Particular attention is paid to the issue of using the means of organizing inclusive education aimed at developing emotional and academic intelligence. The scientific article outlines the basic principles of establishing inclusive education and opportunities for improving the implementation quality. The research results indicate the necessity to improve the state social policy, the introduction of innovative infrastructure and specialized means used to improve the quality of inclusive education. The obtained results can be used for modern higher schools in order to ensure an effective educational process.
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Wilcox, Kristen C., and Janet I. Angelis. "From “Muddle School” to Middle School: Building Capacity to Collaborate for Higher-Performing Middle Schools." Middle School Journal 43, no. 4 (2012): 40–48. http://dx.doi.org/10.1080/00940771.2012.11461819.
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SHNARBEKOVA, Meruyert. "SOCIAL ASPECTS OF HIGHER EDUCATION CHOICE BY KAZAKHSTANI SCHOOL GRADUATES: A SOCIOLOGICAL MEASUREMENT." Eurasian Research Journal 7, no. 1 (2025): 49–61. https://doi.org/10.53277/2519-2442-2025.1-03.
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The article analyses educational plans and higher education choices by school graduates from different school types, such as private (fee-based) and public (free of charge) schools. Theoretical analysis of social aspects of higher education choice within categorical and modernist approaches is presented. The research aims to understand how graduates from private and public schools make their decisions about higher education. The results of structured interviews conducted with school graduates are presented. The sample contains school graduates representing different socio-economic groups. Respondents are graduates from urban and rural areas, private (paid) and public, general and advanced schools. The sample size is 150. During the research, it was determined that the decision to choose a higher education institution depends on the family’s socio-economic status. The higher the family’s socio-economic status, the more ambitious the choice of a school graduate becomes. On the one hand, the process of higher education choice is formed based on the principle of rationality considered in economic theories and, on the other hand, based on social opportunities and limitations defined in sociological theories. Thus, school graduates try to make rational decisions considering social opportunities. The research aims to find out how social opportunities and constraints affect school graduates’ higher education choices.
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Rajendran, K. K. Rajendran. "Work Motivation of Higher Secondary Teachers." Prosiding Seminar Nasional Forum Manajemen Indonesia - e-ISSN 3026-4499 2 (August 31, 2024): 573–84. http://dx.doi.org/10.47747/snfmi.v2i1.2050.
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The term work motivation refers reasons that emanating from individual's intrinsic values to choose to teach and sustaining teaching, and the intensity of teacher motivation which is indicated by effort expanded on teaching as influenced by a number of contextual factors. Atkinson (1964) defined work motivation as the contemporary immediate influences on the direction, vigour and persistence of action. Teacher’s work motivation depends on teacher’s assertiveness to his work. Work motivation is a set of active forces that originate within and beyond an individual's, to initiate work-related behaviour and to determine its form, direction, intensity and duration. Work motivation helps a teacher to increase his performance level and willingness towards a task. It is important for any school or college to understand and create a healthy atmosphere to encourage productive and enthusiastic behaviours in teachers. The present study aimed to conduct a differential analysis on the work motivation of higher secondary teachers with respect to certain background variables namely, gender (men & women), marital status (married & unmarried), subject (arts & science) of teacher and locality (rural & urban) and nature (government, govt. aided & self-financed) of school. The teachers working at higher secondary level in higher secondary schools of Karur District of Tamil Nadu State were the population of the present study. The findings of the present study revealed significant difference in the work motivation of higher secondary teachers based on their gender and marital status. Women teachers and married teachers reported to have cultivated better work motivation than unmarried teachers and men teachers. With regard to locality of school, teachers from urban schools were better than the teachers from rural schools in their work motivation. Also, the findings revealed no significant difference in the work motivation of higher secondary teachers based on their subject (arts & science) and the nature (govt, govt. aided & self-financed) of school. It is assured that the findings of the present study would help teachers and administrators of schools to look for the ways of enhancing work motivation in them. Also the findings of the present study would be helpful in imbibing the importance and the needy values of work motivation by the teachers at all levels.
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Rajendran, K. K. Rajendran. "Work Motivation of Higher Secondary Teachers." Proceedings of Forum Manajemen Indonesia's International Conferences, no. 1 (August 31, 2024): 573–84. https://doi.org/10.47747/fmiic.v1i1.2167.
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The term work motivation refers reasons that emanating from individual's intrinsic values to choose to teach and sustaining teaching, and the intensity of teacher motivation which is indicated by effort expanded on teaching as influenced by a number of contextual factors. Atkinson (1964) defined work motivation as the contemporary immediate influences on the direction, vigour and persistence of action. Teacher’s work motivation depends on teacher’s assertiveness to his work. Work motivation is a set of active forces that originate within and beyond an individual's, to initiate work-related behaviour and to determine its form, direction, intensity and duration. Work motivation helps a teacher to increase his performance level and willingness towards a task. It is important for any school or college to understand and create a healthy atmosphere to encourage productive and enthusiastic behaviours in teachers. The present study aimed to conduct a differential analysis on the work motivation of higher secondary teachers with respect to certain background variables namely, gender (men & women), marital status (married & unmarried), subject (arts & science) of teacher and locality (rural & urban) and nature (government, govt. aided & self-financed) of school. The teachers working at higher secondary level in higher secondary schools of Karur District of Tamil Nadu State were the population of the present study. The findings of the present study revealed significant difference in the work motivation of higher secondary teachers based on their gender and marital status. Women teachers and married teachers reported to have cultivated better work motivation than unmarried teachers and men teachers. With regard to locality of school, teachers from urban schools were better than the teachers from rural schools in their work motivation. Also, the findings revealed no significant difference in the work motivation of higher secondary teachers based on their subject (arts & science) and the nature (govt, govt. aided & self-financed) of school. It is assured that the findings of the present study would help teachers and administrators of schools to look for the ways of enhancing work motivation in them. Also the findings of the present study would be helpful in imbibing the importance and the needy values of work motivation by the teachers at all levels.
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Verma, Shalini, and Sumita Singh. "Anxiety and mental health of Higher Secondary School Teachers." Mind and Society 10, no. 01-02 (2021): 42–45. http://dx.doi.org/10.56011/mind-mri-101-2-20217.
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The purpose of this study is to know the impact anxiety on mental health of the teachers.The study was conducted among government and private school teachers in Bhilai. 80 teachers were randomly selected from different schools and were administered anxiety and mental health scaleto investigate the effect of anxiety on mental health. Survey method had been employed and the study was conducted on higher secondary school teachers. The data was analyzed using descriptive analysis,and t-test was applied. Result shows that thereis a significant difference betweenanxiety and mental health ofgovernment and private school teachers.
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Domina, Thurston. "Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood." Educational Evaluation and Policy Analysis 29, no. 3 (2007): 200–217. http://dx.doi.org/10.3102/0162373707304995.
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The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.
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Allensworth, Elaine M., Paul T. Moore, Lauren Sartain, and Marisa de la Torre. "The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools." Educational Evaluation and Policy Analysis 39, no. 2 (2016): 175–97. http://dx.doi.org/10.3102/0162373716672039.
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Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school’s performance level. At elite public schools with admission criteria, there are no academic benefits—test scores are not better, grades are lower—but students report better environments. In contrast, forgoing a very low-performing school for a nonselective school with high test scores and graduation rates improves a range of academic and nonacademic outcomes.
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Ali, Wahab, Hakim Ullah, and Muhammad Ayaz. "Impact of School Climate on Teachers’ Workplace Organizational Deviant Behavior at High and Higher Secondary School Level." Summer 2022 2, no. 3 (2022): 1–14. http://dx.doi.org/10.54183/jssr.v2i3.37.
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This study aimed to investigate the impact of school climate on teachers’ workplace organizational deviant behavior. The main objectives of the study were to analyze the impact of principal behavior, teachers’ behavior towards their colleagues, school safety and school resources on teachers’ workplace organizational deviant behavior. The study was descriptive in nature. The population of this study consisted of all the teachers of government high and higher secondary boys’ schools of district Nowshera, Peshawar and Mardan. Using simple random sampling technique, 367 teachers were selected as a sample size from both urban and rural areas of the three sampled districts. Self-designed structured questionnaires were used to collect data from teachers about school climate and organizational deviant behavior of teachers. Confirmatory factor analysis technique was used and all the 5 variables were correlated with one another. Using structural equation model by AMOs, 4 null hypotheses were tested and all the null hypotheses were rejected. Data analysis revealed that school climate had significant impact on teachers’ workplace organizational deviant behavior. In general, it was concluded that those schools where school climate was positive and improved, there teachers’ behavior was less deviant. On contrary, teachers’ behavior was more deviant in those schools where climate of the school was adverse and negative. Moreover, climate of urban schools was improved as compared to climates of rural schools and teachers’ behavior was less deviant in urban schools as compared to teachers’ behavior in rural schools. Less experienced teachers were less deviant as compared to more experienced teachers. It was recommended that school climate should be improved which would minimize organizational deviance of teachers.
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Englert, Paul, Christian Andrä, and Yolanda Demetriou. "The Concept of Moving School and Its Practical Implementation in Bavarian Higher Secondary Schools." Children 10, no. 8 (2023): 1395. http://dx.doi.org/10.3390/children10081395.
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The roles of physical activity and the reduction in sedentary activities in the healthy physical, psychosocial and mental development of children and adolescents are undisputed. This is where the concept of Moving School comes in, which has been expanded to a holistic approach that takes into account all areas of the school, including lessons, after-school care and breaks, and aims to provide students with a sufficient level of physical activity. There are no current studies that show to what extent this concept has arrived in the theoretical specifications for higher secondary schools and to what extent it is implemented in practice. In this study, by conducting a narrative review, we determine the core elements of the concept of Moving School. Furthermore, we analyse the extent to which these elements of Moving School are taken into account in the school curriculum, in published school programmes and on school homepages. In this study, we revealed that the concept of Moving School has hardly been implemented in practice in Bavarian higher secondary schools as mostly only single elements of it are referred to in the school curriculum, programmes and school homepages. It can therefore be assumed that the concept has not yet been able to achieve its intended effect, namely, to fill the daily lives of schoolchildren with movement, play and sport.
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P., Dr Senthamizh Pavai. "Decision Making Style of Higher Secondary School Teachers." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 1959–63. http://dx.doi.org/10.37200/ijpr/v24i5/pr201872.
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Dr.S.Jaikumar, Dr S. Jaikumar. "Long-Term Memory of Higher Secondary School Students." International Journal of Scientific Research 2, no. 7 (2012): 129–30. http://dx.doi.org/10.15373/22778179/july2013/44.
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M.Jemima, Mercy. "Women and Higher Education in India." Shanlax International Journal of Arts, Science and Humanities 6, S1 (2019): 243–47. https://doi.org/10.5281/zenodo.2586441.
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Higher education means the education beyond the level of secondary education. It is often assumed that education imparted by the college (or) universities are higher education .But in fact higher educational institutions include professional schools in the field of law, Theology, Medicine, Business, Music and Art. It also includes other institutions like Teacher Training school and Technological Institutions. Moreover, institutions for training of highly skilled specialists in the field of economics, science, technology and culture of various types of higher school are treated as higher educational Institutions. Because these institutions allow those candidates in their campus who have completed their study at the secondary level.Thus in general the term Higher Education refers the education at the degree level and above.
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Low, Brian, Moya Adams, Sam Ball, George Cooney, and Ruth Neumann. "School-based assessment in the 1986 NSW higher school certificate." Australian Educational Researcher 15, no. 3 (1988): 11–23. http://dx.doi.org/10.1007/bf03219416.
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Dr., M. Rajakumar. "A STUDY ON HIGHER SECONDARY STUDENTS' ACHIEVEMENTS IN ECONOMICS." International Journal of Interdisciplinary Research in Arts and Humanities (IJIRAH) 2, no. 2 (2017): 279–81. https://doi.org/10.5281/zenodo.4396124.
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This study examined the achievement of higher secondary school students of Tirunelveli District. The sample consists of 460 males and 600 females in higher secondary schools of Tirunelveli District in Tamil Nadu. Achievement test in Economics for higher secondary school students constructed by the investigator was used for data collection. The mean value of Achievement in Economics scores (M=75.47) indicates that the higher secondary students are having high Achievement in Economics. There is significant difference between male and female Higher Secondary students with respect to their Achievement in Economics. There is no significant difference between rural and urban, Day scholar and Hostel staying, Government and Aided Higher Secondary school students with respect to their Achievement in Economics.
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Choriyan, Stepan K. "FROM THE PARISH SCHOOL TO THE CITY HIGHER SCHOOL (ST. SAHAK AND MESROP SCHOOL IN NAKHICHEVAN-ON-DON)." IZVESTIYA VUZOV SEVERO-KAVKAZSKII REGION SOCIAL SCIENCE, no. 3 (211) (September 30, 2021): 89–93. http://dx.doi.org/10.18522/2687-0770-2021-3-89-93.
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This article is devoted to the history of the higher primary school of Saints Sahak and Mesrop and its role in raising the intellectual level of the Nakhichevan population. The Crimean Armenian immigrants resettled on the Don land from the very beginning showed concern for the education of the younger generation. Since that time, the first educational institutions of the city-parochial schools have ceased to meet the educational needs of the urban population, as a result of which some parochial schools have evolved to a higher primary school, which can be clearly seen on the example of the School named after Saint Sahak and Mesrop. The article traces the difficulties and problems that the school's management had to face in the process of its development. The author examines the educational programs, as well as the teaching staff of the school. The successful functioning of the school was due to the invaluable assistance from both the entire Nakhichevan society and individual patrons in the education of the local Armenian population.
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Kim, Chang Gil, and Dong Kyu Choi. "Comparison and analysis of structural relationships among test stress, mental health, school adjustment, and school satisfaction of general and specialized high school students." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (2023): 43–60. http://dx.doi.org/10.22251/jlcci.2023.23.12.43.
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Objectives This study aimed to compare and analyze the structural relationships among test stress, mental health, school adaptation, and school satisfaction of students from general high schools and specialized high schools, and to find ways to improve policies.
 Methods To this end, the Busan Education Longitudinal Study (BELS) data (6th year, 2021) was used for analysis, and test stress as an independent variable and mental health, school adaptation, and school satisfaction were selected as dependent variables. As for the characteristics of each variable, test stress and mental health are negative factors (-), and school adaptation and school satisfaction are classified as positive factors (+).
 Results The main research findings are as follows. First, the correlation between the variables examined in this study shows a negative correlation that the lower the mental health level, the higher the school adjustment and school satisfaction. On the other hand, school adaptation and school satisfaction have a very close relationship and show a high correlation. Second, in the causal effect analysis of the <research model (final)> established for this study, the coefficients of general and specialized high schools were found to be similar approximate values. First, the effect of test stress on mental health was higher in general high schools than in specialized high schools, which was a negative effect. The effect of test stress on school adjustment was higher in general high schools than in specialized high schools, but the direct effect was static, and indirect negative effects through mental health appeared to cancel each other out, and the total effect was slightly higher in specialized high schools. The effect of mental health on school adjustment was higher in general high schools than in specialized high schools, and a direct, static effect was found. The effect of school adaptation on school satisfaction was higher in specialized high schools than in general high schools, with the largest direct effect among the pathways set in the research model.
 Conclusions Therefore, increasing school satisfaction is to adapt well to school, which reduces test stress and improves mental health.
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Qin, Qichao, and Yan Lei. "Research on Existing Problems and Countermeasures in School-enterprise Cooperation in Private Higher Vocational Colleges." Journal of Education and Educational Research 7, no. 1 (2024): 222–26. http://dx.doi.org/10.54097/qw8h8522.
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From the characteristics and significance of school-enterprise cooperation and the important way that school-enterprise cooperation is suitable for the transformation and development of private vocational colleges and universities, this paper expounds the necessity of implementing school-enterprise cooperation in Guangdong private vocational colleges and universities. From the four aspects of schools, students, enterprises and society, this paper analyzes the problems existing in the cooperation between enterprises of private vocational colleges and universities in Guangdong. Put forward four strategies of cooperation between enterprises of private vocational colleges and universities in Guangdong: reform of talent training model based on cooperation between schools and enterprises; To construct a reasonable and effective cooperative operation mechanism for schools and enterprises; Strengthen the school connotation construction, improve talent competitiveness; To create a good social environment for cooperation between schools and enterprises.
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Pem, Daw. "Investigating Mathematics Homework Practices of Higher Secondary Teachers in Bhutan." Current Journal of Applied Science and Technology 43, no. 2 (2024): 9–22. http://dx.doi.org/10.9734/cjast/2024/v43i24349.
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Homework is one of the important practices in the Bhutanese school system yet it is the least explored area; thus, this study employed the convergent parallel mixed method design to investigate the homework practices of teachers in higher secondary schools of Bhutan. The quantitative component incorporated the survey questionnaire for 244 mathematics teachers from 83 higher secondary schools and 320 students from one higher secondary school in Bhutan. Qualitative data included interviews with 12 mathematics teachers from seven higher secondary schools and five focused group interviews from one higher secondary school. Teachers' primary purpose in assigning mathematics homework was to reinforce what was learned in the class through practice and revision. Thus, HW for exploration is rarely assigned. The study found that 62.3% of mathematics teachers assigned homework every day or at least four times a week, and there is no statistically significant difference in frequency of homework between Urban, Semi-urban and Rural schools of Bhutan. There is a significant positive correlation between homework purpose and homework management and the homework purpose variable explains the homework management variable by 19.1% only as there are several challenges such as large class size and time constraints that hinders the effectiveness of homework. The study found that homework overload is an issue faced by students, and effective management of HW is challenging, therefore school management and mathematics teachers may consider having a homework policy that will ensure assigning the right amount of homework and homework frequency, which will ultimately benefit students academically.
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Khadijah, Siti. "ANALYSIS OF STUDENTS' INTEREST TO CONTINUE HIGHER EDUCATION." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (2017): 178. http://dx.doi.org/10.17509/jpis.v26i2.5617.
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This study aims to analyze the factors that affect the interests of students pursue higher education. Respondence of this study are 185 students from SMA Negeri 2 Tambang Kampar. Analysis of data using mean scores and multiple linear regression. The results showed that motivation, aspirations, wishes, school and family environment jointly significant effect on the interests of students pursue higher education. Variables that have the most significant influence is the motivation of students for higher education, due to high motivation will emphasize a strong interest in the students to pursue higher education. While the variables that had a significant influence is the school environment, the cause of alumni and peers do not support students to pursue higher education. Meanwhile, the school should provide constructive motivation to the students to pursue higher education and schools to provide complete information about college students.
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Vaintraub, Mark. "Higher School Teacher’s Integrated Self-Development." Professional Education: Methodology, Theory and Technologies, no. 10 (November 19, 2019): 40–57. http://dx.doi.org/10.31470/2415-3729-2019-10-40-57.
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The article deals with the problem of the integrated self-development of the personality, the need for the development of methodological foundations for the personal and professional self-development of higher education teachers. An attempt to create a model (tree) of the personality’s integrated self-development was made on the example of a higher education teacher. The «tree’s root», depicted below the crown, is a necessary basic condition for a self-development, its base area of an actual self-development; among its indicators should be noted here the teacher’s spirituality and moral maturity, without which a successful self-development may not be carried out. The «tree’s body», depicted in the middle of the model, is a system of interconnected structural elements of the higher education teacher’s integrated self-development. The «tree's top» is the continuation of creative self-realization of abilities according to other goals and tasks after the completion of the previous ones. The emphasis is on the introduced concepts of «integrated self-development of a personality», «integrated self-development of a higher education teacher»; the directions that contribute to the continuation of self-development of the formed personalities (higher education teachers), and encourage them to creativity.
 The researches of the most well-known scientists concerning the personality’s self-development, that does not give an opportunity to extinguish creativity, improves physical, intellectual and moral values, promote interest in life and self-perfection, are analyzed.
 The article presents the examples of modern prominent Ukrainian and foreign scholars-teachers who, thanks to their integrated self-development, continue their creative search and improve their abilities in various spheres of life.
 The author notes that it is the absence of the extinction of active social and personal activities, the integrated self-development of a personality, that result in its no fading, so that a person retains a creative potential throughout its life, the realization of all its abilities, maintains a high quality of life. The author of the article gives an example of the considered integrated development of a personality, which is the outstanding Ukrainian scientist, scholar Ivan Andriiovych Ziaziun.
 The article has a conclusion that, regardless of the sphere of activity, such people continue to be developed, although they have had enormous achievements and regalia; they have had an integrated self-development of various manifestations of their abilities and qualities, an internal need, which required an every day building of their vital reality and transfer their experience to others.
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Anipkina, L. N., and N. V. Shchennikova. "“ON EDUCATION” IN A HIGHER SCHOOL." Polylinguality and Transcultural Practices 15, no. 3 (2018): 354–71. http://dx.doi.org/10.22363/2618-897x-2018-15-3-354-371.
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Ibragimov, G. I. "METHODOLOGICAL PROBLEMS OF HIGHER SCHOOL DIDACTICS." Education and science journal, no. 6 (March 6, 2015): 3–19. http://dx.doi.org/10.17853/1994-5639-2014-6-3-19.
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Ivakhnenko, Evgeniy N., and Leila I. Attaeva. "Higher School: Look Beyond the Horizon." Higher Education in Russia 28, no. 3 (2019): 21–34. http://dx.doi.org/10.31992/0869-3617-2019-28-3-21-34.
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The authors concentrate their attention on the problem of the future of Russian education in connection with the changes in the classifier of professions. The paper analyzes the prospects for Russian higher education in personnel training in the context of growing technological innovations. In this regard, attention is drawn to two aspects. The first aspect covers the question of how sensitive Russian higher school is to the existing and future changes in the requirements of the employer and the labor market, and in general to the training of graduates. The second aspect is an attempt to connect the impending deformations, social and humanitarian, of professional reproduction with the mission of higher education. The key question reads as follows: can a university change its mission towards solving the social task of overcoming the crisis of “unemployed young people” that is looming along with the growth of technological innovations and the robotization of labor?
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Tatarkina, Lidiya Aleksandrovna, and Ekaterina Vitalievna Karelskaya. "Model of higher school innovative process." Vestnik of Astrakhan State Technical University. Series: Economics 2022, no. 3 (2022): 62–68. http://dx.doi.org/10.24143/2073-5537-2022-3-62-68.
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The paper touches upon the problem of the innovative activities in the higher school educational system. The innovative activities of universities in our country and abroad have been analyzed. The American, European and Asian models of design and construction of technoparks are described. The European model is found most suitable for implementing in Russia. The main methods of managing the educational process are shown. The model of the innovative process of the university is described through the structure of the educational-scientific-innovative complex. The basic concepts that define the innovation process in the university including the creation of technoparks are outlined. Efficiency of higher school activity is estimated. A technology is proposed to increase the efficiency of the university activity by creating an educational-scientific-innovative complex. The issues of knowledge management and education quality management are outlined. The broader interpretation of the innovative activities of universities is theoretically justified. Effective innovation is evaluated through the efficiency of the innovation process, which is defined as the ratio of proceeds from the implementation of an innovative product or service to the total costs of research, development, training, development of an innovative structure, taxes, debts and loan commitments. A model of the innovation process of the university is presented in the form of four blocks: educational, scientific, innovative, and consumer. The role of universities in developing technology, economics, education level, increase in the efficiency of using the capabilities of the university in the use of intellectual information resources is shown. The tasks of the educational-scientific-innovative complex of the university are outlined and the stages of the innovation process are described. The prospects of the research comprise the development of a model of innovative development of the university. The nature of innovation in universities and the conceptual model of the innovation process are described
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M, Nandhini, and Subramanian A. "Hemisphericity of Higher Secondary School Students." International Research Journal on Advanced Science Hub 3, Special Issue 9S (2021): 19–22. http://dx.doi.org/10.47392/irjash.2021.243.
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Maiorana, Francesco. "From High School to Higher Education." International Journal of Smart Education and Urban Society 12, no. 4 (2021): 36–51. http://dx.doi.org/10.4018/ijseus.2021100104.
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The vision of introducing computing as a literacy taught from primary school to higher and lifelong education is producing a worldwide new curriculum design and adoption. A strong research effort has involved researchers and educators to find the best ways to prepare teachers and their students for computing with an emphasis on core computer science concepts. This paper, starting from a previously developed curriculum, aims to present and discuss learning trajectories for a first course on computing aiming to presenting key concepts first, such as functions and their use. This learning trajectory is compared with a second learning trajectory presenting loop and loop invariant first and a third one presenting variable first.
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Starodubtsev, V. A. "Practice-Centered Education in Higher School." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 5 (2021): 75–87. http://dx.doi.org/10.31992/0869-3617-2021-30-5-75-87.
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Ivashchenko, Viktoriia. "High school or higher education institution?" Integrated communications, no. 3 (2022): 73–78. http://dx.doi.org/10.28925/2524-2644.2020.1.10.
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The issue of delimitation of stylistics of contexts and spheres of use of terms “vysh” (high school) and “ZVO” (institution of higher education) is highlighted in their correlation with abbreviations of “vysh” and “ZVO”. The views of well-known linguists on the use of lexical units “vysh” (high school), “VUZ”, “VNZ” (higher education institution), “ZVO” (institution of higher education) in literary texts and everyday life are taken into account. The branch stratification and stylistic differentiation of the phrase “vysh” (high school), its fixation in lexicographic sources and the instability of stylistic affiliation according to various sources and comments of scholars are shown. The problem of differentiation of the above terms requires the method of context continuous sampling of use of these terms, the method of lexical-semantic and lexicographic analysis. Attention is focused on the ignorance of the mechanisms of creation of the abbreviated word “vysh” in the Ukrainian language, which causes its incorrect use in the media and indistinguishability of lexical units of uk. “vysh” and “ZVO” among specialists. The word “vysh” comes from the term “high school” and is actively used to denote higher education institutions. However, the terms “higher education institution” and “high school” are not absolute synonyms, as they are often opposed, but relative (partial), which have differences in use.Recommendations for the use of these lexical units in the linguistic style of informal (unofficial), semi-formal (semi-formal) business epistolary, and in the field of official document circulation are given. In the legal field and with official business documents, the official term “VNZ” (higher education institution) should be used. Instead, the abbreviation “vysh” can be used in informal or semi-formal business epistolary, in scientific and educational literature.
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Razina, T. V. "PSYCHOLOGY OF HIGHER SCHOOL IN PAINTING." Vestnik Syktyvkarskogo universiteta. Seriya 2: Biologiya. Geologiya. Khimiya. Ekologiya, no. 2 (2020): 4–31. http://dx.doi.org/10.34130/2306-6229-2020-2-4.
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Zabolotsky, Stepanov, and Yusupov. "Informatics as a Higher School Subject." SPIIRAS Proceedings 1, no. 2 (2014): 316. http://dx.doi.org/10.15622/sp.2.25.
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