Journal articles: '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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MacPhail, Ann. "Subject Choice in Scottish Secondary School Physical Education: Higher Grade Physical Education." European Physical Education Review 8, no. 3 (2002): 305–26. http://dx.doi.org/10.1177/1356336x020083008.

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Vosniadou, Stella. "Bridging Secondary and Higher Education. The Importance of Self-regulated Learning." European Review 28, S1 (2020): S94—S103. http://dx.doi.org/10.1017/s1062798720000939.

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It is proposed that the transition from secondary to higher education can be facilitated by improving secondary school students’ capabilities for independent, self-directed, and self-regulated learning (SRL). University learning places high demands on students for complex and independent learning, namely learning that requires the ability to plan, monitor and evaluate one’s work and to control one’s motivation and emotion. A major stream of educational research has shown the beneficial impact of self-regulated learning on student motivation and has concluded that self-regulation is a significant source of achievement differences among students. However, many secondary school students lack the skills of an independent and self-regulated learner when they enter higher education, something that contributes to considerable student attrition during the first year of university study. In this article I argue that more attention should be paid to the promotion of self-regulated learning in secondary schools. This can be achieved by helping teachers understand how to enrich students’ knowledge about learning and strategies to manage it. Some exemplary practices developed at secondary schools are discussed as a means of providing examples of effective learning environments for SRL.

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Dooley, Karen. "Pedagogy in diverse secondary school classes: Legacies for higher education." Higher Education 48, no. 2 (2004): 231–52. http://dx.doi.org/10.1023/b:high.0000034316.84784.d7.

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Gerber, Brian, and Edmund A. Marek. "A Model Intervention Program for Secondary School Education." Education Research International 2012 (2012): 1–6. http://dx.doi.org/10.1155/2012/189630.

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Valdosta State University and the Valdosta City Schools (Valdosta, GA) partnered in 2008 to form the Valdosta Early College Academy (VECA). VECA epitomizes the early college concept of (a) admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college) and (b) providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85%) of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6–12-grade schools. VECA targets two primary priorities, (a) innovations that complement the implementation of higher standards and high-quality assessments and (b) innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development.

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Blackford, Lena. "Musical education in Russian secondary schools." British Journal of Music Education 14, no. 1 (1997): 57–67. http://dx.doi.org/10.1017/s0265051700003442.

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This paper reviews the traditions of teaching school music in Russia and focuses on the music curriculum for comprehensive schools elaborated by the Russian Academy of Pedagogical Sciences. New teaching methods continue to be developed and, despite economic difficulties in Russia, the number of institutes of higher music education remains high compared to that in other countries. As a result Russia has, perhaps, a greater number of highly-qualified musicians, teachers and performers than any other country in the world.

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T, Velam, and S. Anitha. "ATTITUDE TOWARDS RIGHT TO EDUCATION ACT AMONG HIGHER SECONDARY SCHOOL STUDENTS IN KANYA KUMARI DISTRICT." International Journal of Research -GRANTHAALAYAH 5, no. 3(SE) (2017): 7–12. http://dx.doi.org/10.29121/granthaalayah.v5.i3(se).2017.1925.

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The investigator was conducted to study the attitude towards right to education act in higher secondary school students in kanyakumari district. The investigator collected data from kanyakumari district higher secondary school students randomly from different schools. The data obtained were analyzed by using appropriate statistical techniques such as mean, standard division, t-test, ANOVA, and level analysis. The findings reveals that there exists significant difference in Gender, Medium of instruction, Type of family and Type of school and there no significant difference in Religion.

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De Meester, Jolien, Jelle Boeve-de Pauw, Marie-Paule Buyse, et al. "Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school." European Review 28, S1 (2020): S135—S157. http://dx.doi.org/10.1017/s1062798720000964.

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Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to bridge this gap between secondary and higher STEM education by showing our youngsters the relevance of science and technology to their personal life and environment. To this end, the project STEM@school promoted and studied the idea of integrated STEM in secondary education in Flanders, Belgium. In integrated STEM education, learning contents from the separate STEM courses are linked in an authentic way, as they often are in our environmental challenges. This approach encourages students as well as their teachers to acquire a robust understanding of STEM concepts, and a creative, inquisitive, and collaborative mindset. For the design of integrated STEM curricula, STEM@school united secondary-school STEM teachers and university researchers. This article elaborates on the principles, opportunities and challenges of the design and implementation of these curricula and discusses their promising effects on students’ conceptual understanding and attitudes towards STEM subjects. The article concludes with tips and tricks to get started with integrated STEM education in secondary schools.

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Kharitonov, Ivan M., Elena G. Krushel, Oleg O. Privalov, Ilya V. Stepanchenko, and Olga V. Stepanchenko. "HIGHER SCHOOL EDUCATION QUALITY FORECASTING BY REGRESSION ANALYSIS METHODS." Bulletin of the Saint Petersburg State Institute of Technology (Technical University) 56 (2021): 72–80. http://dx.doi.org/10.36807/1998-9849-2020-56-82-72-80.

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In addition to the career guidance measures, the computer-aided facilities are proposed to assist secondary school graduates in choosing the appropriate direction of higher school speciality and in the estimation of the perspectives of the future education process achievements. The facilities are based on the multivariate linear regression model used for forecasting the education quality at senior years of a higher school. The model is based on a vector of predictor factors; the components of that vector are the data of secondary school education results in the disciplines, which are essential for successful study at the chosen speciality, and the data of characteristic marks of a candidate’s general abilities level and diligence. The education quality index is formed as the middle value of the expert estimations assigned by the lecturers for each senior university year student in accordance with the accepted mark scale. An approach efficiency example is presented for the forecasting of the successful study of the computer science disciplines.

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kumar, Sasi, and Dr P. Usha. "Effectiveness of a Consumer Education Programme for Higher Secondary School Students." IOSR Journal of Humanities and Social Science 19, no. 7 (2014): 40–44. http://dx.doi.org/10.9790/0853-19724044.

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P, Sasikumar, and Dr P. Usha. "Effectiveness of a Consumer Education Programme for Higher Secondary School Students." IOSR Journal of Humanities and Social Science 19, no. 7 (2014): 40–44. http://dx.doi.org/10.9790/0837-19724044.

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Ristic, Irena, and Bojana Skorc. "The structure of interests in different artistic disciplines of secondary school students." Zbornik Instituta za pedagoska istrazivanja 45, no. 1 (2013): 185–202. http://dx.doi.org/10.2298/zipi1301185r.

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The paper deals with the degree of development of interest in arts in young people, and the justifiability of the current tendency of revision and abbreviation of the art curricula in schools. The research is focused on the structure of interests in various artistic disciplines in secondary school students, and the aim is to determine whether the degree of students? interest depends on the school type, gender and previous experience. The research was conducted on the sample of 555 students from 111 schools, who filled out the questionnaire during one school period. The data were processed by multifactor analysis of variance. There was a higher degree of interest in video and performing arts, which are not present enough in students? surroundings. The girls showed a higher degree of interest in all disciplines, as well as grammar school students compared to their peers from vocational schools. It was shown that the higher the number of programmes attended, the higher the interest in all forms of art. Young people who were completely inactive showed interest in video arts, which serves as an important guideline in the process of moving and socialising them. The results confirm that youth?s interests and needs are discrepant with what is offered to them. It is necessary to introduce various artistic contents as parts of the curriculum, which would make school an integral part of their life, the part that directly influences the development of creativity and increases responsible participation in the society.

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Loikienė, Olga, and Margarita Pileckaitė - Markovienė. "The Styles of Coping with Stress at Work among High School Teachers and Secondary School Lecturers." Pedagogika 109, no. 1 (2013): 78–85. http://dx.doi.org/10.15823/p.2013.1836.

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Carried out investigations proved that teachers’ stress experience is more often noticeable than among other professionals [28] and threat of a professional burning out for the teachers is higher. This investigation is quite new because there is not much research, which would compare the styles of coping with stress at work by secondary school teachers and high schools lecturers. It could be important for further psychological investigations either in Lithuania as well as in other countries. This article presents the results of investigation about the styles to coping with stress at work. There were paid attention to such factors as age, gender, place of work (secondary or higher school) and teaching experience. The study sample consisted of 245 teachers from Vilnius city and Vilnius area, 157 (64.1 percent) secondary school teachers and 88 (35.9 percent) high schools lecturers. The investigation revealed that a younger group of the teachers (21–39 years old) was more than the elder teachers’ group (40-67 years old) incline to use the avoidance style of coping with stress at work than the teachers belonging to an elder group (40–67 years old) (p = 0.0001). Female teachers were more than male teachers inclined to use an emotions oriented styles of coping with stress (p = 0.0001). The teachers with more teaching experience inclined to use the avoidance and emotions oriented styles of coping with stress (p < 0.05). It also appeared that the secondary school teachers were more than the higher school teachers inclined to use the emotional style of coping with stress (p = 0.028) and were less inclined to employ a problem solving oriented style of coping with stress (p = 0.017) at work. A separate examination of statistically material research results for the secondary school teachers and higher school teachers allows stating that the younger secondary school teachers more often that the older teachers use the avoidance style in stressful situations at work (p = 0.0001); higher school female teachers are more often inclined to use the emotional coping style in stressful situations (p = 0.001). Taking into consideration that there were identified a few important differences between the groups of teachers, the subsequent researches should be justified in order to determine causal relations of these differences.

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Watt, Karen M., Charles A. Powell, and Irma Doris Mendiola. "Implications of One Comprehensive School Reform Model for Secondary School Students Underrepresented in Higher Education." Journal of Education for Students Placed at Risk (JESPAR) 9, no. 3 (2004): 241–59. http://dx.doi.org/10.1207/s15327671espr0903_2.

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Mary, Stella. "SARAH TUCKER HIGHER SECONDARY SCHOOL, PALAYAMKOTTAI – A HISTORICAL VIEW." International Journal of Research -GRANTHAALAYAH 4, no. 6(SE) (2016): 14–19. http://dx.doi.org/10.29121/granthaalayah.v4.i6(se).2016.2656.

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Palayamkottai is one of the most important cities of Tamil Nadu. It is also called as oxford of south India. Palayamkottai is names as oxford of south India because of its educational Institutions. Many Educational Institutions were started in Palayamkottai during the periods of English. Many Christian Missionaries from European countries came over here and started many Educational Institutions to promote the standard of living of the people. Sarah Tucker Higher Secondary School was started with a vision of the women Education. It is premier Christian Institution in Palayamkottai. It was started in the year 1858.This paper analyses the historical aspects of the Sarah Tucker Higher Secondary School.

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Acharya, Krishna Prasad. "Analyzing student performance in secondary education examination using logistic regressions." Management Dynamics 23, no. 1 (2020): 1–8. http://dx.doi.org/10.3126/md.v23i1.35514.

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The performance of the school examination results (CGPA) of 533 students who were admitted to higher secondary school in management stream of 2073 in Dolakha district was analyzed by examining their cumulative grade point average (CGPA) using binary logistic regression model. Factors affecting the CGPA were investigated. The factor that significantly influenced the CGPA in Secondary Education Examination (SEE) was types of schools. Other factors including gender and teaching language were found to be statistically not significant.

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Rešić, Sead, and Hariz Agić. "PROFESSIONAL ORIENTATION AND ENROLLMENT OF SECONDARY SCHOOL GRADUATES AT THE UNIVERSITY." Journal Human Research in Rehabilitation 3, no. 2 (2013): 26–38. http://dx.doi.org/10.21554/hrr.091306.

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Creating an environment for more efficient university education is closely related to effective planning, conducting and continuous improvement of realization of professional orientation program for students in elementary and secondary schools. The lack of personal vision of professional development for students in elementary and secondary schools, even several months before applying at university is defeating for the inputs in the process of higher education. The aim of this research was to evaluate the opinion of examinees – secondary school graduates (comprehensive schools, technical schools and those affine) – on issues regarding their intentions and decisions about continuing education, and to determine how these decisions were made. The analysis of gathered data revealed that the continuing of their education is not in sufficient accordance with their choice of secondary school. The results showed that the choice of current school and professional orientation program for students in elementary and secondary schools is not in accordance with their decision-making regarding continuing education at the university.

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Sachkova, Marianna E., and Galina K. Esina. "Russian Students’ Social Representations of Higher Education." Behavioral Sciences 10, no. 1 (2019): 2. http://dx.doi.org/10.3390/bs10010002.

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The ideas of the theory social representations proposed by Moscovici and developed in the structural approach by Abric were used in the research in order to reveal the structure and content of students’ social representations of higher education in a modern society. The total sample size was 572 students: of which 197 were secondary school students (average age of 16.7), 189 were undergraduate students (average age of 20.8) and 186 were master students (average age of 29.3). The methodology of Vergès for the analysis of the structure of social representations was used. We tested the hypothesis that the structure of social representations of higher education has general and specific features correlated to the age and educational level of students. It was found that the social representations of schoolchildren, undergraduate students and master’s students differ in a number of elements and content characteristics. Generally social representations of students with different education levels had similar characteristics. Students of secondary schools expanded the core performance, in contrast to students of universities, presumably because of their fewer social experiences, providing large “distance” to higher education as an “object”.

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Hwa, Quek Ai. "Trends in Higher Education Course Choice of Secondary School Leavers in Malaysia." Asia Pacific Journal of Education 23, no. 1 (2003): 69–83. http://dx.doi.org/10.1080/0218879030230105.

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Cliffe, Joanne, Kay Fuller, and Pontso Moorosi. "Secondary school leadership preparation and development." Management in Education 32, no. 2 (2018): 85–91. http://dx.doi.org/10.1177/0892020618762714.

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In England, school leadership preparation has shifted from the National College and local authorities to teaching schools, their alliances and multi-academy trusts. Against this changing educational landscape, we investigate opportunities presented to men and women in secondary school leadership teams (SLTs). Drawing on interview data from a British Educational Leadership, Management and Administration Society funded investigation, we report on leadership preparation and development opportunities, aspiration to headship, headteachers’ support of ‘in house’, regional and national preparation programmes, coaching and mentoring involvement as well as access to formal and informal networks. Our analysis of SLTs as sites of potential for headship demonstrated some variability in women’s and men’s reported experiences. Accredited courses, higher degrees and workplace-based preparation provided access to leadership preparation and development opportunities; access was not transferrable from school to school. We identified a fragmented system and suggest policy and cultural changes to allow SLTs to offer inclusive and sustainable opportunities for succession planning.

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Дегтярь, Andrey Degtyar, Дегтярь, and Svetlana Degtyar. "THE SECONDARY EDUCATION AS A PREDECESSOR OF HIGHER EDUCATION IN CONSTRUCTION UNIVERSITY UNDER MODERN CONDITIONS." Bulletin of Belgorod State Technological University named after. V. G. Shukhov 2, no. 1 (2016): 123–25. http://dx.doi.org/10.12737/24142.

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The problem of secondary school students´ education is rather urgent nowadays due to the introduction of new education standards in higher educational institutions. The change in the environment of present-day students requires a comprehensive and profound analysis of the current situation. The tasks of education, declared during the contemporary history reforms, in fact lead to degradation processes not only in education itself, but also in society, the concept of «knowledge acquiring» is getting vapid, the methodologies which used to make our education one of the best in the world are getting lost, the continuity between secondary school and higher education is disrupted.

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Romanovskyi, Serhii. "Educational Union secondary school – higher technical school – As a Way To European Standards of Education." Research Notes, no. 1 (March 29, 2017): 169–75. http://dx.doi.org/10.31654/2663-4902-2017-pp-2-169-175.

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Maxwell, Bruce, David I. Waddington, and Kevin McDonough. "Academic freedom in primary and secondary school teaching." Theory and Research in Education 17, no. 2 (2019): 119–38. http://dx.doi.org/10.1177/1477878519862543.

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Why do society and the courts so readily recognize university and college teachers’ academic freedom but just as readily deny primary and secondary school teachers the same right? To investigate this question, this article considers teachers’ work in light of the standard justifications for granting academic freedom in higher education: that academic freedom is essential to promoting the capacity for critical reflection and the reliable transfer of disciplinary knowledge. Considering that society calls on teachers to play a key role in advancing both of these educational and social goods, the article argues that granting academic freedom in higher education, while denying it for primary and secondary teachers, appears to be a double standard. The claims to academic freedom typically reserved for university professors, we show, also apply to the work of primary and secondary teachers. There are significant differences between teaching in the higher education sector as opposed to the compulsory education sector. School teachers work with a conscripted clientele of minors and are therefore rightly subject to more stringent norms of public accountability. These differences notwithstanding, the concept of academic freedom, the article concludes, is a potentially powerful source of leverage for addressing concerns about the erosion of teachers’ professional autonomy and for increased teacher involvement in the elaboration and management of the regulatory frameworks that govern their work.

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Pascoe, Michaela C., Sarah E. Hetrick, and Alexandra G. Parker. "The impact of stress on students in secondary school and higher education." International Journal of Adolescence and Youth 25, no. 1 (2019): 104–12. http://dx.doi.org/10.1080/02673843.2019.1596823.

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Mantovani, Debora, Giancarlo Gasperoni, and Marco Albertini. "Higher education beliefs and intentions among immigrant-origin students in Italy." Ethnicities 18, no. 4 (2018): 603–26. http://dx.doi.org/10.1177/1468796818777549.

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The article addresses beliefs about higher education and ensuing intentions among a large sample of upper secondary school leavers in Italy, with a focus on children of immigrants. ‘Foreign’ students currently account for 7% of upper secondary students, and their incidence has been growing over time. Only a minority of non-Italian students continue their studies at the university level versus a majority of Italians. The article investigates the extent to which students of non-Italian origin differ from their native fellow students in terms of characteristics associated with a higher likelihood of enrolling in tertiary education The study draws on a survey involving over 5600 last-year upper secondary students – 525 of whom are of immigrant origin – in Italy during the 2013/14 school year. After a brief overview of the evolution and current situation of first and second generations in Italian upper secondary schooling, the text describes similarities and differences between native and non-native students with regard to a set of key features. An exploration of school leavers’ beliefs about the benefits of higher education and its link to the labour market reveals that immigrant-origin students have slightly less favourable views of higher education with respect to their Italian schoolmates. Finally, the analysis turns to school leavers’ intentions to enrol at university, which is examined via a set of binomial regression models, which suggest that immigrant-origin youths’ weaker higher education intentions are largely due to prior decisions in favour of non-academic school tracks.

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Kumar, M. "A Study on the Emotional Intelligence of Higher Secondary School Students." Shanlax International Journal of Education 8, no. 3 (2020): 114–19. http://dx.doi.org/10.34293/education.v8i3.2395.

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We live in a world that is changing faster than ever before and facing unparalleled challenges. In the current competitive situation where students are expected to perform multi roles with performance and effectiveness, it is highly needed to realize their right position and passionate intelligence towards the unseen complexities of life and quality education. The proposed New Policy on Education mainly focused on improving the quality of education that can be produced by making the students emotionally intelligent. Emotional knowledge helps in bringing better achievement of students and offer them skills for their personal and professional lives. The present study was an attempt to study the emotional intelligence of t higher secondary school students. A random sampling method was used. The sample consisted of 300 higher secondary school students. The emotional intelligence scale developed and standardized by the Reuven baron was used for data collection. Statistical techniques like Mean, Percentiles, Standard deviation, and t-value were used to analyses the data. The result shows that emotional intelligence was independent of gender, subject, locality ofthe school, type of family, father’s occupation, and family income. The level of higher secondary schoolstudent’s emotional intelligence was average in nature. The female students are better than the male students on their emotional intelligence.

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Valanides, Nicos. "Formal reasoning performance of higher secondary school students: Theoretical and educational implications." European Journal of Psychology of Education 14, no. 1 (1999): 109–27. http://dx.doi.org/10.1007/bf03173114.

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��, Elena Kolyman, ��, and Evgeniya Muzychenko. "Pedagogical Professionalism of the Modern Higher School Teacher." Standards and Monitoring in Education 4, no. 6 (2016): 31–36. http://dx.doi.org/10.12737/18249.

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The article presents the different approaches to the definition of teacher professionalism. The article analyzes the publication activity on the subject of pedagogical professionalism of teachers in higher education. There is a discussion of the problem of understanding and definition of pedagogical professionalism of a high school teacher. The article also describes the typical problems of a modern high school teacher. Analyzes the requirements of the professional standard &#34;Teacher of vocational training, vocational education and secondary vocational education&#34; to the modern high school teachers. The article presents the classification of professional competences, which should have a higher school teacher, and considered ways to solve the problems identified.

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Dorji, Tshewang. "Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks." Research in Educational Policy and Management 3, no. 1 (2021): 42–59. http://dx.doi.org/10.46303/repam.2021.3.

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Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan.

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Sinha, Sudarshina. "Effect of COVID-19 on Students Studying in the Secondary and Higher Secondary Level." Space and Culture, India 8, no. 4 (2021): 134–46. http://dx.doi.org/10.20896/saci.v8i4.1067.

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The novel Corona virus has been declared a pandemic due to its high transmissibility rate, influencing human life to its heights. It has affected the psychological and mental health of all people, including the functioning of various sectors. This study is based on a micro-level survey that discusses the pandemic's effect on 600 students pursuing education in secondary and higher secondary levels in Kolkata. The school students’ effect was analysed based on four parameters— school, home, a shift in the medium of education from offline to online, and the effect on the students’ future plans, aims, and ambition. The survey was conducted using a questionnaire, which was comprised of structured and semi-structured questions circulated online among the respondents. The respondents were asked to initially rank the indicators and the variables they considered the most critical cause affecting their studies. The respondents were then asked to rate the indicators on a five-point Likert scale to judge the degree of impact of the variables on the respondents.

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Ruijs, Nienke, and Hessel Oosterbeek. "School Choice in Amsterdam: Which Schools are Chosen When School Choice is Free?" Education Finance and Policy 14, no. 1 (2019): 1–30. http://dx.doi.org/10.1162/edfp_a_00237.

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Using discrete choice models, this paper investigates the determinants of secondary school choice in the city of Amsterdam. In this city, there are many schools to choose from and school choice is virtually unrestricted (no catchment areas, low or no tuition fees, short distances). We find that school choice is related to exam grades and the quality of incoming students, but not to progression in lower grades, no delay in higher grades, and a composite measure of quality published by a national newspaper. Furthermore, students appear to prefer schools that are close to their home and schools that many of their former classmates in primary school attend.

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Dechsubha, Thawascha. "Development of English Communication Competence of Learners in Educational Institutes in Nakhon Ratchasima Province for Joining AEC." English Language Teaching and Linguistics Studies 2, no. 3 (2020): p32. http://dx.doi.org/10.22158/eltls.v2n3p32.

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This research interpreted data from 4 research topics 1) Development of a New Method of English Instruction for Higher Secondary School Learners for Joining AEC, 2) Development of Basic English Communication for Occupational Progress of Non-Formal Education Learners in Nakhon Ratchasima Province, 3) Development of English Competence for Communication of higher Secondary School Learners in Nakhon Ratchasima Province for Joining AEC and 4)Development of English Skills of Tertiary Level Learners in Nakhon Ratchasima Province for Jobs and Occupational Opportunity.The purposes of this study were to (1) study ability of English speaking for communication of higher secondary school learners from Boonluawithayanusorn, and Baanluamwithayakhom higher secondary schools for joining AEC, (2) compare ability of English speaking for communication of higher secondary school learners from Boonluawithayanusorn and Baanluamwithayakhom higher secondary school for joining AEC for joining AEC, (3) study basic English speaking ability for occupational progress of non-formal education learners, (4) compare basic English speaking ability for occupational progress of non-formal education learners, (5) study the English speaking skill of the tertiary level learners in Nakhon Ratchasima in order to add up a chance of jobs and occupation and (6) compare the English speaking ability of the tertiary level learners in Nakhon Ratchasima in order to add up a chance of jobs and occupation.The population in this study consisted of 290 learners from higher secondary schools, from non-formal education department, and tertiary level who took English course during the second semester of the academic year 2015. Samples consisted of 140 learners from higher secondary schools, non-formal education department, and tertiary level who took English course during the second semester of the academic year 2015 through the purposive sampling random. Eight weeks were spent on this research. The instruments were (1) the questionnaire related to students’ problems about the English instruction, (2) classroom observation, (3) semi-structured interview, and (4) English speaking ability test (pre-test and post-test. The scores of English speaking ability were analyzed and interpreted statistically in terms of mean (x?), standard deviation (S.D.), and t-test (pretest and posttest) with the criterion of 60%.

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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.

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Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects. Key words: educational management, general education, educational curriculum, school autonomy.

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S, Bala Krishnan, and S. Sudharsan. "A Situation Analysis of Higher Secondary Tribal Residential Schools in Tiruvannamalai District, Tamil Nadu, India." Asian Social Work Journal 5, no. 2 (2020): 25–31. http://dx.doi.org/10.47405/aswj.v5i2.135.

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Education for tribal communities has become one of the prime focuses which is taken into account as an integral a part of socio-economic development of Schedule Tribes in Asian country. Within the recent years, there has been some improvement in providing the education for the tribal communities. The implementation of Government Tribal Residential Schools has an important role to play in raising literacy rate. With regard to the literacy rate of the tribes in Tamil Nadu is 54.34 percent. As 83.08 per cent of the tribal survives in hilly/rural areas and 16.91 per cent of them live in urban (town) areas. (2011 Census). The status of Education in Tamil Nadu for Scheduled Tribe is worser than other states of the country. Tamil Nadu is ranked third compared to all over literacy rate. In case of ST (41.53%) still it is lower than the general sections(73.57%) of the society. The socio-economic backwardness, lack of good education facility and asymmetrical structure of the society are the reasons for being lower caste of ST. The objective of the study is to understand the impact of the Tribal residential school, set up within the tribal area of Jawadhi a hilly area in the District Tiruvannamalai. And also, the challenges faced by the students in the school. Data was collected through Interview and observation. This study intends to evaluate the Tribal Residential School with the objective to find whether the design of programme is appropriate to meet the stated objectives, whether there is any impact in decreasing the dropout rates of STs. Moreover, it will also reveal about the efficacy with which the mechanism of education promotion is pending in the process of implementation and the need for the efficient mechanism to develop it for the empowerment of tribes. The main objective of residential schools for Scheduled Tribes (STs) students is to provide quality education to tribal students. The study suggests, to follow the guidelines that indicate the organizational structure, Manpower and Educational expertise for the Tribal welfare Department. All these tribal residential school should have separate budget plan for infrastructure, recurring, non-recurring expenditure every year and it should be included in the annual work plan & budget.

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Behle, Heike. "Developing vocational competences during secondary school?" European Journal of Training and Development 41, no. 1 (2017): 39–49. http://dx.doi.org/10.1108/ejtd-07-2016-0057.

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Purpose Using the example of an amalgamated secondary school qualification (International Baccalaureate Career-related Programme – IBCP), in which both vocational education and training (VET) and academic subjects are taught, the paper aims to discuss the use of skills and knowledge gained during the IBCP for post-secondary school activities. Design/methodology/approach The paper uses mixed method data based on a survey of 57 IBCP graduates and qualitative interviews with 20 IBCP graduates. Findings relate to the role of the IBCP in the careers decision-making process, the skills and competences students gained during their IBCP and its transferability to their current activity. Findings After their IBCP, more than half of all observed students had entered higher education. Whilst a few students did not engage actively in the career decision-making process, some were pro-active and used different sources to gain information. However, a large group of students used their time during the IBCP to test various occupational ideas and, thus, used their VET to further the careers decision-making process. Most students reported that they could transfer the skills and competencies they had gained during their secondary school to their current activity. Originality/value The paper calls for a renunciation of the ambivalent signals an amalgamated secondary school degree can provide. IBCP students signal both an increased productivity because of an increased level of vocational skills and a lower level of academic achievement. These signals, however, allow students to enter a highly diverse higher education system, especially in vocational courses.

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Chigwada, Josiline Phiri. "Supporting Information Literacy Skills of Students for a Successful Transition to Higher Education." International Journal of Library and Information Services 8, no. 1 (2019): 24–30. http://dx.doi.org/10.4018/ijlis.2019010102.

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A survey was undertaken on how libraries are supporting information literacy to primary and secondary school students for a successful transition to higher education. Thirty-five librarians were purposively selected and questionnaires were sent and telephone interviews done to understand the opportunities and challenges that are encountered in imparting information literacy skills to students in preparing them for higher education. The results revealed that there are information literacy programmes in group A schools and universities. It was discovered that tertiary institutions do mentorship programmes and train teacher and school librarians on how to offer information literacy sessions. The greatest opportunity was the availability of information communication technologies (ICTs) in most of the schools and the support that is offered by the government towards the use of ICTs in learning. However, the major challenge is there are few online resources that are locally produced. The author recommends the need to produce more local content online for the primary school students.

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Shkitina, N. S., and N. S. Kasatkina. "TRAINING EDUCATION STUDENTS IN CIVIC AND PATRIOTIC EDUCATION FOR SECONDARY SCHOOL STUDENTS: A MODEL." Bulletin of Nizhnevartovsk State University, no. 3 (December 15, 2020): 115–23. http://dx.doi.org/10.36906/2311-4444/20-3/16.

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Training education students of pedagogical universities how to organize civic-patriotic education in secondary schools is a relevant problem due to the latest socio-economic changes and the following revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, we determined a terminological series of basic concepts of the studied problem, such as civic consciousness, patriotism, civic-patriotic education in secondary school, training of education students in civic and patriotic education for secondary school children. Based on the analysis of the author’s positions on the process of training education students in civic and patriotic education for secondary school children, the main characteristics of such training were highlighted. The article presents the author’s definition of the concept of ‘training education students in civic and patriotic education for secondary school children’ that is understood as a training system (theoretical, methodological, practical), the purpose of which is the formation of competence reflecting the maturity of corresponding competencies in students. Based on the theoretical conceptualization of the studied problem, a process model for training education students in civic and patriotic education for secondary school children was created. The model, reflecting the essence and dynamics of the process under study, consists of values-motivational, content-activity and reflexive-corrective stages. The values-motivational component determines the activity that ensures the adoption of pedagogical and universal values that guide the internal emotional orientation of the behavior and activities of the future teacher. The content-activity component reflects the peculiarities of the process of training education students in civic and patriotic education for secondary school children. The ability for critical self-analysis and awareness of one’s activity on the basis of reflection characterizes the reflexive-corrective component. The methodological analysis of the phenomenon under study made it possible to single out the methodological foundations, such as systemic, activity-based and axiological approaches.

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Палкина and Marina Palkina. "Subject-Oriented Education For Countryside Schools Se nior Students Based On The Innovative Educational System «Rural School – Boarding School/ Lyceum – Higher School»." Profession-Oriented School 1, no. 5 (2013): 13–22. http://dx.doi.org/10.12737/1395.

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New findings on how to provide opportunities for sound specialized education of senior secondary-school students in remote rural areas are revealed. As a proper solution to this pressing problem the author introduces a model of school as an integral part of innovative educational system «Rural School – Boarding School/Lyceum – Higher School». Conceptual basics for designing and adoption of the proposed model are presented, as well as description of how a subject-oriented educational establishment functions within the proposed educational system.

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Csók, Cintia, Anett Hrabéczy, and Dóra Katalin Németh. "Focus on the dropout students’ secondary school experience and career orientation." Hungarian Educational Research Journal 9, no. 4 (2019): 708–20. http://dx.doi.org/10.1556/063.9.2019.4.57.

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We examined the characteristics of the respondents before entering higher education along with the clusters. We have discovered the characteristics of secondary school studies and further education, the circumstances for applying for higher education. During the analysis of secondary school studies, we took into account the type of class they studied in high school (in Hungary, they can study in high school, vocational high school, and secondary school), and how many times they changed school. In addition, we compared the results based on school maintainers. There is a significant correlation between the reasons for high-school experience and the dropout rate. In terms of cluster-based differences, it should be emphasized that the expectation of social mobility was overrepresented among the dropouts due to financial reasons and work, but it was also an important aspect that they did not have to pay a fee in the program where they studied. In addition, in the case of those who were disappointed in training and further education, it was most common to apply to the university because they did not want to work and could afford it. Our results can help to develop more effective dropout protection for students entering higher education, both in public and higher education institutions and career orientation.

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Kongcharoen, Jinda, Nutthajit Onmek, Panaya Jandang, and Sukanya Wangyisen. "Stress and work motivation of primary and secondary school teachers." Journal of Applied Research in Higher Education 12, no. 4 (2019): 709–23. http://dx.doi.org/10.1108/jarhe-04-2019-0088.

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Purpose The purpose of this paper is to explore the levels of stress and work motivation of primary and secondary school teachers, investigate factors affecting stress of teachers and validate the consistency of the model and empirical data. Design/methodology/approach The sample consisted of 400 teachers of primary and secondary schools. Questionnaire was implemented as the instrument and the data were analyzed by t-test, ANOVA and confirmatory factor analysis. Findings The results indicated that teachers of secondary schools have higher overall stress than teachers of primary schools for many reasons, such as financial issues and work obligations. Stress was found to be significantly positively associated with work motivation in secondary school teachers. The study revealed that demographic and work motivation factors influence teacher stress. The validation of a goodness of fitted model demonstrated an acceptable model fit with empirical data (χ2 test/df = 1.913, GFI = 0.934, CFI = 0.965, NFI = 0.930, AGFI = 0.893). Originality/value Teachers under stress could negatively influence their students’ academic performance and might be more vulnerable to occupational diseases. Therefore, the teachers should find favorite activities that reduce stress and thereby contribute to effective teaching. This study would be beneficial for anyone who works to support teachers and wants to reduce turnover among teachers.

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Deb, Sibnath, Esben Strodl, and Jiandong Sun. "Academic-related stress among private secondary school students in India." Asian Education and Development Studies 3, no. 2 (2014): 118–34. http://dx.doi.org/10.1108/aeds-02-2013-0007.

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Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.

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Journal articles on the topic 'Higher secondary school education'

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