Relevant bibliographies by topics / Higher secondary school education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Higher secondary school education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Higher secondary school education"

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Sasikala, J. E. Merlin, and T. Ravi Chandran. "Awareness of Consumer Education among Higher Secondary School Students." Indian Journal of Applied Research 3, no. 8 (2011): 161–62. http://dx.doi.org/10.15373/2249555x/aug2013/53.

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Croft, Sally. "Secondary Education: English school sets Higher standards." Physics World 5, no. 5 (1992): 11. http://dx.doi.org/10.1088/2058-7058/5/5/12.

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Neave, Guy. "On Articulating Secondary School, Higher Education and 1992." European Journal of Education 24, no. 4 (1989): 351. http://dx.doi.org/10.2307/1503303.

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Valk, Ton van der, Cécile Kleijer, and Berenice Michels. "Relating secondary school to higher education honours programmes." Journal of the European Honors Council 1, no. 1 (2017): 1–3. http://dx.doi.org/10.31378/jehc.49.

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Soloviev, A. A. "Contradictions of secondary education, directed towards higher school." Alma mater. Vestnik Vysshey Shkoly, no. 9 (September 2016): 85–86. http://dx.doi.org/10.20339/am.09-16.085.

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Ercegovac, Zorana. "Bridging the Knowledge Gap between Secondary and Higher Education." College & Research Libraries 64, no. 1 (2003): 75–85. http://dx.doi.org/10.5860/crl.64.1.75.

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This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.
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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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Raudenbush, Stephen W., Brian Rowan, and Yuk Fai Cheong. "Higher Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences." American Educational Research Journal 30, no. 3 (1993): 523–53. http://dx.doi.org/10.3102/00028312030003523.

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Turdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.

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The article discusses the features of the manifestation of volitional qualities in high school students when performing tasks in the form of test exercises of a different nature. Based on the analysis of scientific and research work on the formation and development of volitional qualities, studies of the mid-education school, studies have been conducted by studies to identify the level of evidence in the performance of test exercises in the lessons of physical education. As test exercises, the researcher took and carried out: holding a dumbbell in front of him (for a while) with an outstretched arm (static mode of operation), work with a dumbbell for biceps with a strong arm for the number of times (dynamic mode of operation), breath holding test (for time). Tables of measurements of volitional component indices were compiled for students with different levels of motor activity (LMA) when performing tasks of a different nature. Indicators of the level of manifestation of volitional qualities of senior pupils in the experiment were assessed by the method of E.P. Shcherbakov.
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Ms. Minakshi Rabha, Dr Moyuri Sarma,. "An Investigation on Attitude Towards Learning Mathematics Among Higher Secondary School Students." Psychology and Education Journal 58, no. 2 (2021): 6393–98. http://dx.doi.org/10.17762/pae.v58i2.3165.

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While assessing mathematics performance, attitude towards mathematics and Mathematics learning are frequently cited as factors contributing to success. The present study has been conducted to investigate students’ attitude towards learning mathematics in the higher secondary schools of Assam, India. It is sought to understand the influence of Gender and School Environment (Government and Private) in the study of the subject Mathematics. ATMS (Attitude Towards Mathematics Scale), developed by Dr. S. C. Gakhar, and Dr. Rajni was used to find out the attitude of students towards learning mathematics and their achievement in mathematics both in terms of gender as well as school management pattern. Out of a population of 340 students studying at the higher secondary (10+1) level in the Balijana Block of Goalpara District, a sample of 102 students (56 boys and 46 girls) were selected through Stratified Random sampling technique. One Provincialized, one Government and two Private schools were selected based on purposive sampling technique. The achievement of the students in Mathematics at higher secondary level depends on the gender of the students. The study revealed that achievement level of the male students in Mathematics at higher secondary level is more than that of their female counterparts. The achievement of the students in Mathematics at higher secondary level depends on the school environment. The achievement level of the students in private schools is better than the Government schools. The male students show more positive attitude towards learning Mathematics than the female students. Among the eight components, in few components students of Government schools show more positive attitude than Private schools. Whereas, in some components students of Private schools show more positive attitude than students of Government schools. Therefore, attitudes towards mathematics can be developed through encouraging students and motivating them for learning through constructivism and innovations. Teachers, school environment and home environment should be conducive and shouldn’t hamper students’ mathematical performance throughout their schooling
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Dissertations / Theses on the topic "Higher secondary school education"

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Steinmetz-Benton, Micheala A. "Differences in the Dual Credit Experience between High School and Institutions of Higher Education." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425857.

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<p> Dual credit courses are college-level courses offered to high school students which are accepted for both high school and college credit (Hughes, 2016). Dual credit positively impacts students by reducing the time to complete a degree, enhancing the high school curriculum, increasing college accessibility, and lessening educational financial burdens (Hughes, 2016). The intention of this study was to survey adjunct instructors who have taught in both high school and college environments to determine their opinions of differences that exist between secondary and postsecondary dual credit experiences. College administrators were also interviewed to obtain insight into any variability of dual credit courses between offerings at high school and college locations. This study was intended to close gaps in the research regarding differences in resources, instruction, and environments between dual credit experiences on high school or college campuses, according to instructors and administrators. Data were gathered from instructors and administrators employed by a Midwestern community college to examine variations of components related to dual credit. Teachers noted differences in social environments, laboratories or lab-based classrooms, financial support, and student services. Administrators focused on accessibility and the need for growth regarding professional development. Study results can be used to further develop dual credit programs and increase quality for students who enroll.</p><p>
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Mai, Jenifer. "College Application Behaviors| Factors Impacting the College Choices of High School Seniors." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285097.

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<p> College application behaviors among students who are similarly prepared vary by socioeconomic status. Recent research suggests that undermatching is a growing trend, especially among low-income students. Undermatching has detrimental consequences for students who possess the potential to succeed at a selective college, but fail to apply, leading to reduced student success and poor economic outcomes. While literature about factors that affect a student&rsquo;s decision to attend college is abundant, a focus on the selection of college is still limited. A literature review examined how college choice changed over time, and how future trends in students&rsquo; college application behaviors might develop.</p><p> This quantitative study used a cross-sectional survey design. Demographic variables were collected along with the results from the Aspects of Identity Questionnaire (AIQ-IV). A paper-and-pencil survey was used to collect data about participants&rsquo; race, gender, academic achievement, socioeconomic status, identity orientation, and college choices. In this study, college choice was measured by college selectivity scores, which are annually assigned by the <i>U.S. News &amp; World Report.</i> Surveys were administered to 341 twelfth grade students in a California public high school.</p><p> Results revealed that both race and academic achievement are significant predictors (<i>R</i><sup>2</sup> = .422) of college selectivity. Inferential analysis reported that Asian participants (<i>M</i> = 2.75) had a higher mean college selectivity score than Filipino (<i> M</i> = 1.91) and Latino/a (<i>M</i> = 1.99) participants. These findings suggest that Filipino students require support systems that may be different from those available to Asian students.</p><p> The findings also suggest that academic achievement is associated with participants&rsquo; college choices. Participants who reported high academic achievement levels had higher college selectivity scores, regardless of socioeconomic status, concluding that undermatching was not found for low-income participants at this research site. This is noteworthy because it is different from what literature reports is a negative outcome among low-income students. This suggests there may be external factors that can have a positive impact on college choices in order to overcome the typical effects of social class on college attainment. Future research can investigate policies and practices at high college-matching schools to explain how to improve college application behaviors.</p>
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Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1177.

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Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.
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Spencer, Rosa Chiffon. "A Study of High School Dual Enrollment Participation at Alabama's Public Colleges and Universities." Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639302.

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<p> This case study explored dual enrollment program implementation and student participation at a public high school in Alabama. The study gathered current data to describe the salient actions and cultural beliefs that influence dual enrollment program participation. The findings help to better understand the institutional practices that attract students to participate in dual enrollment programs. </p><p> This study describes the process by which a high school generates student participation in dual enrollment programs and identifies its established institutional practices that lead to higher student participation. The findings described the noticeable actions and cultural beliefs that facilitated student participation. The following research questions provided the data needed to answer the overarching questions of this study: 1) What were the strategies the high school used to attract students to participate in dual enrollment programs; 2) How did the high school assist students in successfully completing dual enrollment programs; and 3) What challenges does the high school face in the implementation of dual enrollment programs?</p><p>
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Hockersmith, Wendy. "Transition Experiences of First-Generation Students Enrolled in a High School to Community College Partnership Program." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076140.

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<p> A significant issue facing high schools is preparing students for their transition to college. High school students who are the first in their family to attend college have more difficulties preparing for this transition. Studies have explored the transition experiences of first-generation college-going students participating in partnership programs, showing that not all program components strengthen the transition experience for this population (Domina &amp; Ruzek, 2012; Jordan, 2006; Watt et al., 2008). Since participation in these programs may contribute to a successful transition experience, it is crucial to expand our understanding of how participation helps these students overcome the numerous challenges in the transition process (Barnett et al., 2012; Choy, 2001).</p><p> This qualitative study involving interviews of 20 first-generation students examined how a district-level high school to community college readiness partnership program facilitated a successful transition from high school to community college for first-generation college-going students. The study drew on a conceptual framework involving cultural capital (Bourdieu &amp; Passeron, 1977) beyond the &ldquo;deficit&rdquo; model (Ovink &amp; Veazey, 2011), social capital (Coleman, 1988), and ecological systems theory (Bronfenbrenner, 1977).</p><p> Participants described both partnership program components and individualized attention through human resource relationships as being pivotal contributors to their positive transition experience. Although participants stated that the partnership program addressed many barriers to support their successful transition to community college, their transition experience remained challenging at times. Participants shared that their parents&rsquo; inexperience with the college process gave them a feeling of &ldquo;being on their own&rdquo; during the transition from high school to community college. As a whole, however, participants stated that they had a successful high school to community college transition because the partnership program gave them the background knowledge they needed. In addition, participants shared that with guidance from the partnership program, they felt more prepared than they would have had they not participated in the partnership program.</p><p> Based on participants&rsquo; transition experiences, this study offers a deeper understanding of the aspects of the partnership program that support a successful transition experience, with implications for existing and future programs, as well as policy.</p>
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Davis, Maria Salome E. "Dual enrollment| A correlational analysis of high-school students' participation and college persistence in Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648295.

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<p> The purpose of this quantitative correlational study was to determine the relationship between dual enrollment (DE) participation and college persistence among 399 high-school students enrolled in the five campuses of a state college in southeastern Florida from Fall 2010 to Fall 2012 using archived student records. Multiple regression was used to examine the correlation between college persistence and DE credits earned, GPA earned in DE courses, and algebra grades and to determine which variable was the greatest predictor of college persistence. The results of the study indicated that there was a significant but small correlation between DE participation and college persistence. Using analysis of variance, the result showed that there was a significant difference between the college persistence of DE and non-DE students. DE students had a mean college persistence score higher than non-DE students. The results of the study using Pearson correlation also showed that there was no significant correlation between GPA earned in DE courses and college persistence. No significant correlation between algebra grades and college persistence was found. The most important result of this study indicated that there was a highly significant correlation between a student&rsquo;s DE credits earned and his or her college persistence and the best predictor of college persistence was the DE credits earned. Based on these findings, more research is required to investigate how DE and non-DE students compare in terms of the relationship between the variables GPA, DE credits earned, algebra grades, and college persistence. </p>
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Adkins-Barlow, Vernita Lynn. "Effective Practices of High School Principals' Leadership in Developing Traditionally Underrepresented Students' Higher Education and Future Career Readiness." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638244.

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<p>Political initiatives in response to government reports have focused on students? preparation for higher education and their future careers, and students fall short. School districts and school programs give attention to the application of instructional practices to ensure students? college and career preparation, providing professional development in various instructional methods that address Language Arts and Math skills development, and students fall short. Teachers work tirelessly to use instructional strategies that develop students? critical and computational thinking, communication, collaboration, and creative skills, and students fall short as research indicates that students entering higher education continue to require remedial classes before beginning their college degree programs. This qualitative study design?s purpose was to analyze the effective practices that early college high school principals employ that influence the academic achievement of students traditionally underrepresented in higher education. Thirteen (13) research participants? responses to leadership style, challenges, and solutions in program planning, development, and implementation with their recommendations yielded sixty themes of practices and strategies employed by early college high school principals. This study?s results corroborate the literature on effective educational leadership practices that affect student achievement and inform educational leadership practice for underrepresented student populations in higher education. Implications for further research address the academic needs of other underrepresented student populations in higher education, including students with moderate to severe educational needs, foster youth and homeless youth.
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Szetela, Michelle. "The need for first-year composition in the high school classroom." Thesis, Long Island University, The Brooklyn Center, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10590821.

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<p> This thesis critically evaluates the essence of First Year Composition (FYC) and establishes the benefits a composition course would offer high school students. The intended purpose is to assess the feasibility of teaching FYC in the high school classroom and to consider views from the perspectives of students, teachers, and scholars in order to formulate a comprehensive conclusion. One key dispute in composition studies is whether students who write compositions as critical thinking assignmenfts actually become better critical writers and thinkers. Proponents argue that this method establishes better writing and thinking skills among college and university students, while critics argue that since these skills do not necessarily transfer to other courses and/or disciplines, FYC should either be abolished or largely revised. This thesis suggests that the benefits of FYC clearly outweigh the problems many have cited and that key mitigation measures can be used to improve FYC courses. </p>
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Williams, George M. "Machiavellian Attitudes Acknowledged by Principals of Tennessee Secondary Schools." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2827.

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The purpose of this study is to determine the level of Machiavellian attitudes acknowledged by secondary school principals as measured by the Mach V Attitude Inventory Scale. The data were collected from an ex post facto survey of 169 public and nonpublic secondary school principals, grades 9-12. Principals completed the Mach V scale and a 13-item demographic survey. Sixteen research questions were formulated to examine the relationship among the variables which produced seventeen null hypotheses. Of the seventeen null hypotheses, four were found to be significant and thirteen were nonsignificant. A review of the descriptive data indicated that the majority of Tennessee secondary school principals acknowledge low-Machiavellian attitudes. In addition, the data indicated that the gender of the principals reflected a significant difference in Machiavellian attitude. Significant differences were found in the subgroups of views, morality, and tactics based on their total Machiavellian score. The descriptive data were generated by using a frequency distribution, t-tests for independent means, and one-way analysis of variance. The following conclusions of the study are offered: (1) Principals acknowledge that they possess low-Machiavellian attitudes. (2) The findings of this study are parallel with those of Christie and Geis who found that educators tend to be low-Machiavellian. (3) Female principals are more Machiavellian than male principals. (4) leadership at exemplary secondary schools is not provided by high-Machiavellian principals. (5) On the basis of the demographic information, a typical secondary school principal is defined as follows: a male Caucasian who has served 1 to 7 years as a public school principal and has 24 to 31 years of educational experience and who is satisfied with his position, serves an appointed superintendent, and desires to remain in his position as principal. (6) Based on the high rate of return and the even distribution of responses from the three areas of East, Middle, and West Tennessee, the results of the survey are descriptive of all secondary school principals. In addition, the even distribution and rate of return indicate that principals are interested in responding to research studies involving leadership attitudes. (7) Low-Machiavellian principals are serving superintendents who were appointed. (8) The subscores of views, morality, and tactics reflect a level of Machiavellian attitudes similar to the total Machiavellian scores of Tennessee secondary school principals, indicating that the Mach V Attitude Inventory Scale is a valid instrument for measuring Machiavellian attitudes.
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Noll, Lori Ann. "Beneath and Beyond Outcomes| An Exploration of College Choice in the No Excuses Charter School Setting." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10266969.

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<p> This study aimed to understand how 35 focal students in a No Excuses high school, a charter school model designed to promote social mobility, made decisions about if and where to go to college. This study draws on college choice, cultural capital, and performance management literature to understand how the high school context at the focal school influenced students' college choice processes. Drawing on data from interviews, observations, and documents, this exploratory study found that Performance High provided extensive college resources and support to its students, which was consistent with how researchers conceptualize a "college-going culture" in high schools. Further, the high school used a performance management approach, in which administrators held teachers and students accountable for meeting particular college related metrics, such as the number and types of applications students were required to submit. The study found that focal students submitted applications and enrolled in college at high rates. Thirty-four of the 35 focal students planned to attend college the following fall. However, rather than exhibit the sense of entitlement and expectation that research describes for students who benefit from dominant forms of cultural capital, most of the focal students' college choice processes were characterized by hesitation, ambivalence, and doubt. Further, the findings suggest the performance management approach assimilated students to one model of college choice that did not easily accommodate students' preferences. These findings highlight the difficulties for schools in providing cultural capital for students independent of their families, and suggests the need to reconceptualize "college-going cultures" to not only consider the college outcomes and the density of resources in the high school context, but how well students absorb cultural capital, which may be important for social mobility. </p>
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Books on the topic "Higher secondary school education"

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Gaudiani, Claire L. Academic alliances: A new approach to school/college collaboration. American Association for Higher Education, 1985.

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Minnesota State Colleges and Universities. Office of Internal Auditing. Post-secondary enrollment options program. MnSCU Office of Internal Auditing, 2001.

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V, Savage Tom, ed. Secondary education: An introduction. 3rd ed. Macmillan College Pub. Co., 1994.

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Armstrong, David G. Secondary education: An introduction. 2nd ed. Macmillan, 1990.

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Pat, Triggs, ed. Reflective teaching in secondary education: A handbook for schools and colleges. Cassell, 1997.

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Pat, Triggs, ed. Reflective teaching in secondary education: A handbook for schools and colleges. Continuum, 1997.

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Heidenheimer, Arnold J. Disparate ladders: Why school and university policies differ in Germany, Japan, and Switzerland. Transaction Publishers, 1997.

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Nagpure, Vasant. Teacher-education at secondary level. Himalaya Pub. House, 1992.

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Dean, Joan. Managing the secondary school. 2nd ed. Routledge, 1993.

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Managing the secondary school. Croom Helm, 1985.

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Book chapters on the topic "Higher secondary school education"

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Fagrell, Per, and Lars Geschwind. "Engineering Academisation: The Transition of Lower Level Engineering Education from Upper Secondary School Level to Higher Education." In Higher Education Dynamics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50555-4_10.

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Sizer, Nancy Faust. "A Journey into High School Reform." In Secondary Education at the Crossroads. Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4668-5_6.

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Kerr, Barbara A. "Counseling High–Ability Adolescents in School." In The Handbook of Secondary Gifted Education, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-25.

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Galeotti, Glenda, and Gilda Esposito. "A Student Voice Approach in Work-Related Learning. From Lesson-Learned in Secondary School to Suggestions for Higher Education." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.25.

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This paper presents a research on work-related learning through School-work Alternance in Secondary Education that involved researchers of University of Florence, ten secondary Schools, public and private entities in the Province of Arezzo and La Spezia. From the analysis of three case studies, it elicits criteria for an educational model that integrates work-related learning with student voice perspective
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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, et al. "Four Models of Higher Education in 2030." In Higher Education Landscape 2030. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_3.

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Abstract This chapter provides four models of higher education for the year 2030, namely the Tamagotchi, Jenga, Lego Set, and Transformer models. The Tamagotchi model represents the classic approach to higher education, starting right after secondary school and leading up to a bachelor’s or master’s degree and then transitioning into employment, finishing the path of higher education. The Jenga model, while similar to Tamagotchi, appeals to nontraditional students because of its shorter learning span and focuses on later phases of self-learning and -organization. The Lego Set model is fittingly named after the individually combined modules of different sizes, making for a self-reliant and non-standardized learning path rather than one compact unit. The Transformer model represents learners whose initial phase of education may have long passed, but who return to higher education to acquire new basic knowledge or upskill their formal education. It relies on the idea that everyone must have opportunities to leave their current professional paths and change course.
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Tzavara, Dionisia. "From Emergency Remote Teaching to Strategically Embracing Online Learning." In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_39.

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AbstractAs a response to the Covid-19 pandemic, universities across the globe closed campuses, cancelled face-to-face classes, and resorted to digital instruction in an attempt to continue offering instruction, providing continuity to their students, and keeping the academic year going. This movement away from face-to-face instruction happened on a large scale (according to a World Economic Forum article “Some 1.5 billion students—close to 90% of all primary, secondary and tertiary learners in the world—are no longer able to physically go to school” (Kandri 2020), across various institutions and departments, and large numbers of students and academics were impacted by this shift to online instruction.
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Adams, Tony, Peter Burgess, and Robyn Phillips. "Pathways in International Education: An Analysis of Global Pathways Enabling Students to Articulate from Secondary School to Higher Education in a Transnational Context." In Education Across Borders. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9411-8_12.

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Rutland, Marion. "Food Teaching in Upper Secondary English Schools: Progression Into Food-Related Undergraduate Courses in Higher Education." In Contemporary Issues in Technology Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_14.

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VanOverbeke, Marc A. "The Secondary Schools’ Challenge to Higher Education and the Dominance of the Modern Subjects." In The Standardization of American Schooling. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612594_5.

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Jakubowski, Maciej. "Poland: Polish Education Reforms and Evidence from International Assessments." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_7.

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AbstractOver the last two decades, the Polish education system has been reformed several times, with the comprehensive structural reform in 1999, curriculum and evaluation reform in 2007, and early education reform introduced gradually until 2014. Student outcomes, as documented by PISA, but also other international assessments, largely improved over the last 20 years. Poland moved from below the OECD average to a group of top-performing countries in Europe. This chapter describes the reforms and research on their effects. It also discusses how it was possible to find political support for the reversal of changes that seemed to be highly successful. It provides three lessons from the Polish experience. First, the evidence should be widely disseminated among all stakeholders to sustain reforms. Second, the sole reliance on international studies is not sufficient. Additional investment into secondary analyses and national studies is necessary to develop evidence for better-informed political discussions. Third, some positive changes are more difficult to reverse. In Poland, increased school autonomy, but also external examinations, broader access to preschool and higher education, are among the changes that the new government could not alter.
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Conference papers on the topic "Higher secondary school education"

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Viscione, Ilaria, Pietro Luigi Invernizzi, and Gaetano Raiola. "Physical education in secondary higher school." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.31.

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Nagy, Marcell, and Roland Molontay. "Predicting Dropout in Higher Education Based on Secondary School Performance." In 2018 IEEE 22nd International Conference on Intelligent Engineering Systems (INES). IEEE, 2018. http://dx.doi.org/10.1109/ines.2018.8523888.

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Lisimberti, Cristina, and Katia Montalbetti. "Alternanza scuola-lavoro (work-based learning) as a resource for higher education." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9352.

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In Italy, Law no. 107/2015 made obligatory for all second grade secondary school students to spend a certain number of hours on alternanza scuola-lavoro activities (work-based learning). For Italian schools this opened up new horizons as well as new challenges on multiple levels: organisational, didactic and educational. Anyway Legal provisions and scientific evidence are in fact not sufficient to guarantee quality because school and work contexts are systems guided by different motivations, models and mechanisms. “Tailoring” and “co-designing” are the main characteristics of alternanza programmes offered by Università Cattolica del Sacro Cuore; to investigate the quality of these experiences a survey has been launched. Whilst the study confirms the satisfaction of the participating schools, from the perspective of ongoing improvement, a number of areas for development emerged in relation to evaluation issue in particular. Beyond the experience itself, universities should consider alternanza a major topic for consideration, since it enhances their fundamental activities: research, education and the third mission; accommodating students on alternanza programmes is therefore a means of responding to local needs but also an opportunity to consolidate university development strategies.
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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on becoming holistic personality, ensure his organic and unique (personal and cultural paradigms). It has been substantiated that at the theoretical level there is a sharp narrowing of the semantic field of scientific and pedagogical reflection: attention is paid to the production of the amount of knowledge, given social behavior, technologies of activity of the future specialist. Therefore, education in its humanitarian sense suffers first of all and the quality of education is often reduced to the level of acquisition of special knowledge and mastery of professional skills. It has been shown that higher education institutions are more and more inclined to a pragmatic education, training professionals, and functionaries. In this case, information overload blocks the affective-emotional sphere of the individual, prevents adequate, holistic perception of reality, actualization of creative potential. It is determined that the reform of modern education should be based on the idea of the integrity, which actualizes the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.
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Romeike, Ralf, and Timo Göttel. "Agile projects in high school computing education." In the 7th Workshop in Primary and Secondary Computing Education. ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481461.

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Lu, Kangyin, Manxue Chen, and Fenghua Zou. "Research on the Evolution and the Current Situation of Chinese Secondary School Education." In 2016 2nd International Conference on Social Science and Higher Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.119.

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Poulova, Petra, and Ivana Simonova. "The impact of ICT amongst the secondary school graduates towards higher education." In 2014 8th Malaysian Software Engineering Conference (MySEC). IEEE, 2014. http://dx.doi.org/10.1109/mysec.2014.6986046.

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Crow, Tyne, Diana Kirk, Andrew Luxton-Reilly, and Ewan Tempero. "Teacher perceptions of feedback in high school programming education." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. ACM, 2020. http://dx.doi.org/10.1145/3421590.3421595.

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Bikse, Veronika, Inese Lūsēna - Ezera, Una Libkovska, and Baiba Rivža. "Comparative analysis of career choices by students in Latvia and the UK." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8202.

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The purpose of this research study is to examine theoretical findings and, based on them, to identify the career choice factors that affect Latvian and UK secondary school students’ occupational interests. The research was based on the theoretical concepts of the occupational interests, and the data gained from a survey of Latvian and UK secondary school students. The results of the research indicate that the most essential factors that help individuals to choose a career is to understand their own interests and explore their own capabilities. Also, learning experience and parents' advice is important for them. The occupational interests of the students, who were interviewed, are not harmonized with the demand in the economy.
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Carmo, Shirlene, Luís Souto, and Carlos Silva. "THE INTERDISCIPLINARITY OF FORENSIC SCIENCES IN THE EDUCATIONAL SPHERE: AN ANALYSIS OF THIS CONTEXT IN SECONDARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end041.

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Many students when entering higher education, mainly in courses of exact or natural sciences and engineering, have difficulties in following the initial contents taught, due in part to the lack of knowledge arising from unique traditional methodology applied during their training. Some graduations even promote leveling courses in order to try reducing the deficits brought from previous education. Subjects such as Differential and Integral Calculus that are on the curricular basis of these courses, show high failure rates, strongly linked to gaps in previously acquired knowledge in mathematics. These factors directly contribute to the increase in retention rates and school dropout. So, there is a relentless search for improvement in the teaching-learning of these sciences, in order to motivate students, still in required education to knowledge building. It is commonly observed that young people are very attracted to the scientific disclosures broadcast by the media, as can be seen in the investigative series, which use forensic expertise for solving cases of a judiciary nature. In this sense, this work aimed to summarize studies that have been developed and implemented about the use of forensic sciences in the promotion of teaching-learning in secondary schools. The methodology was based on exploratory qualitative research. The results are based on experiences that occurred in the school context in USA, Brazil and Portugal, where it appears that students are more involved in the development of educational activities when integrated in a forensic like context, benefiting from collaborative work when trying to arrive to a common goal, similar to the assignment of a true forensic scientist. This allows them to recognize the importance of these contents, facilitates the presentation before the classroom, while improving the interaction with the social environment in which they are inserted. Teacher’s feedback confirms the beneficial implementation of these activities in the educational context and considers it with potential to attract attention and awaken the interest of these students in the sciences, thus improving the comprehension of theoretical concepts of the contents integrated in the school curriculum. The interdisciplinarity implemented on the production and socialization of knowledge is necessary and decisive to promote effective teaching and learning. The Forensic Sciences contemplate this interdisciplinarity and contribute that students feel more involved and motivated in learning, reducing retention rates and school dropout and increasing the search for science and technological careers.
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Reports on the topic "Higher secondary school education"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Gordon, Nora. High School Graduation in the Context of Changing Elementary and Secondary Education Policy and Income Inequality: The Last Half Century. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19049.

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Chatterji, Aaron, Joowon Kim, and Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24818.

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Malamud, Ofer, and Cristian Pop-Eleches. School Tracking and Access to Higher Education Among Disadvantaged Groups. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16914.

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Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Mastercard Foundation, 2018. http://dx.doi.org/10.15868/socialsector.36894.

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Neumark, David, and Donna Rothstein. School-to-Career Programs and Transitions to Employment and Higher Education. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w10060.

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Halligan, Eve A., and Jason L. Dornbush. High Altitude Ballooning: An Opportunity to take STEM Education Higher in the Secondary Classroom. Iowa State University. Library. Digital Press, 2011. http://dx.doi.org/10.31274/ahac.8135.

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Furstenberg, Frank, and David Neumark. School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11260.

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Goldin, Claudia, and Lawrence Katz. Why the United States Led in Education: Lessons from Secondary School Expansion, 1910 to 1940. National Bureau of Economic Research, 1997. http://dx.doi.org/10.3386/w6144.

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