Dissertations / Theses: 'Post high school'

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Rouse, Kathryn Elizabeth Mroz Thomas A. "High school leadership, educational attainment and post-schooling earnings." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2579.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Oct. 5, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Economics." Discipline: Economics; Department/School: Economics.

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Kithyo, Mattemu. "High school students aspirations for post secondary career programs." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28251.

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The purpose of this study was to find out what the students' perceptions are regarding the influence of the following factors in the students' career programs decision making: students' self-expectations; parents' expectations; teachers' expectations; industry's expectations; financial rewards; academic ability; upward mobility; sex role stereotyping; and availability of career information. The study was carried out in Machakos district, Kenya between April and August 1988. The subjects were 210 form 3 (grade 11) students drawn from 3 different schools in the district. One school was an all girls school, one an all boys school and one a mixed school. For each school, two classes of 35 students each were used. Data for the study were collected by use of a questionnaire developed by the researcher. This questionnaire was administered in each school by the researcher assisted by 2 teachers supplied by the school. The data were then analyzed and the results grouped into categories reflecting the questions addressed by the study. Some of the major findings of the study were: 1. Programs in Agriculture are priority aspirations for both the boys and the girls. 2. Besides agriculture, the career program aspirations of the students followed the traditional gender lines such that most of the boys aspired for technological programs while most of the girls aspired for office based programs. 3. There seemed to be no difference between the effects of parents expectations on the boys and on the girls. 4. There seemed to be no difference between the effects of teachers' expectations on the boys and on the girls. 5. The boys believed that they had good academic abilities in Mathematics and science subjects while girls believed they were good in business education and languages. 6. The boys seemed to be more concerned with chances for further studies in career program than the girls were. 7. By the time students chose subjects for Kenya Certificate of secondary Education (K.C.S.E.) certification they had very little career information available to them. 8. Although technical education is a priority field for the government, it is not a priority aspiration for the students. The findings of the study suggest that career guidance in the secondary schools in Machokos District is not effective. The author gives several recommendations for addressing the issues and concerns raised by the study.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Flynn, Michaline L. "Post-Secondary Transitions for Students with High-Incidence Disabilities." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1511191618068595.

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Thomas, Michael. "The secondary principalship: administrators' perceptions of pre- and post-service barriers to effectiveness." Youngstown State University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996756860.

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Krake, Holly Mae. "Reifying Rustification: Understanding Post High School Choice of Rural Students." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791982371&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Lujan, Caroline Lucille. "How Well Informed are High School Student-Athletes about Post-Secondary Options? A Survey of One High School." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193407.

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A sample of 98 student-athletes at one southern Arizona high school completed a survey that examined their personal characteristics, athletic goals, knowledge about the college recruiting process, and the role of the school counselor in that process. Results revealed that the majority of student-athletes were not well informed about the college going process. However, there was a significant increase in recruiting knowledge of students who definitely want to participate or possibly want to participate in college athletics between 9th and 11th grade and between 9th and 12th grade. The majority of participants felt "slightly comfortable" or "very comfortable" coming to their school counselor to discuss this information. However, they would feel more comfortable if the counselor were knowledgeable about college athletics. Results show that high school counselors need to be better prepared to assist student-athletes with the college going process.

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Radoff, Sara A. "Educators' dilemmas : post high school transitions for students without documentation." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37301.

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Through an institutional ethnography in two secondary public schools in northwest Washington State, this research explores the web of social relations coordinating the lived experiences of students without legal immigration status and the educators who taught them. The U.S. Supreme Court decision, Plyler v. Doe, guarantees students’ access to a public K-12 education, regardless of immigration status. However, without a pathway to legalize their residency, unauthorized status inevitably denies these students full social membership in a polity, which excludes them from assuming paid professional careers, presents significant obstacles in pursuing higher education, and precludes their full social and political participation. Those without authorized status are unable to fully actualize the dreams, knowledge and skills developed throughout their education. Situated in this tension, I examined educators’ everyday schooling activities that prepared students for life after graduation. Educators’ daily practices groomed students to become college-bound and career-driven. To pursue these goals, my research suggests that ruling relations positioned educators to enact depoliticized discourses of meritocracy and a decontextaulized student-centered practice, as well as practices that silenced the social, political and economic contexts of students’ lives. Situated in a contradictory intersection of education and immigration policy, I argue that redressing the root cause of the injustice that students without legal status experience requires political action. This research suggests that educators dedicated to a socially just education grounded in human rights would commit to political action, express passionate and informed encouragement to their students, and acknowledge and engage status as a lived experience in their students’ lives.

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Ochalski, Heather. "Inuit Students' Journeys from High School into Post-Secondary Education." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42772.

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Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada. At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society. This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.

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Gingchi, Yu. "The effects of participation in public school vocational education upon post high school activities." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49781.

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Jansen, Janine Charlene. "Factors that could facilitate a successful transition from high school to post- school education: the case of high school X in Phillipi." University of the Western Cape, 2014. http://hdl.handle.net/11394/4245.

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Magister Artium (Development Studies) - MA(DVS)
This study investigated the factors that could influence Grade 12 learners from low socio-economic backgrounds and their decision-making process with regard to accessing post-school education. The aims of the study were to establish the factors that could facilitate a successful transition from high school to university study, as well as identify the factors that potentially could inhibit the learners’ transition. The objective of the study was to make recommendations, based on the findings of the research data, that could assist the different role players on how best to facilitate, guide and support high school learners’ post-school educational choices. It was proposed that knowledge of the factors that could promote or inhibit the decision-making process of learners would provide valuable insights that could be used to enable more learners to access higher education and, in so doing, increase the participation rates of African and coloured youth at higher education institutions. The student-focused Chapman college-choice model was used as the theoretical framework in order to gain insights into what the factors were that have a significant influence on the choice of learners to pursue studies beyond high school. The study was situated within an interpretative, qualitative research paradigm, using a case study design. The research site was a high school in Phillipi near Cape Town. The research participants consisted of twenty-eight Grade 12 learners who were selected by means of purposive sampling. Three Grade 12 educators also participated in the study. The research instruments included, for the learners, a demographic information sheet, a self-reflective questionnaire and three focus group interviews. Secondary data was included in the discussions. The educators had to complete a self-reflective questionnaire only. Content analysis, using a three-stage open coding process was used to analyse the qualitative data which were organised according to the study’s three sub-questions. The factors discussed in the theoretical framework were used as a guide to group the data into themes and sub-themes. The findings of this study corresponded with the literature reviewed and the factors identified in the theoretical framework, but one finding contradicted the literature, while new factors emerged from the data collected. The findings revealed that there was a greater need of support required from the different role players - family, friends, the community, educators and the school; the Departments of Basic Education and Higher Education; higher education institutions, non-governmental organisations; and companies and other institutions - to ensure that an enabling environment is created to support Grade 12 learners’ transition from high school to university studies. Based on these findings, recommendations were made on how an enabling and supportive environment for Grade 12 learners could be strengthened.

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Pulis, Stephen James. "Spiritual vitality of Assemblies of God post-high school young adults." Thesis, Assemblies of God Theological Seminary, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689604.

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The purpose of this research was to develop the components of a theory for retention of young people after their high school years by examining the factors that contribute to continued spiritual vitality in Assemblies of God (AG) post-high school young adults. Data was collected from a stratified sample of ninety-five young adults in the United States during their senior year of high school in 2011 and two years later in 2013. In line with research by the Fuller Youth Institute (FYI), continued spiritual vitality was operationalized by using the Religious Behavior Scale, the Religious Identity Scale, and the Risk Behavior Scale. The results identified nine elements from spiritual formation factors, social considerations, and high school youth group experiences that produced fourteen statistically significant correlations with higher levels of retention and spiritual vitality in the sample two years after leaving school. This research appears to suggest that it is the aggregated effect of intentional youth group experiences providing opportunity for the internalized guidance of the Holy Spirit, recognized as God's work, and not specific youth group programs or religious activities that have the potential to create a unique spiritual journey that would ensure spiritual vitality for the youth after they leave high school.

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Coreno, Alyssa. "Clinical Phenotype of Cognitive-Communication Post-Concussion for High School Students." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1593634440956029.

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McAllister, Carolyn Anne. "Variables affecting the post high school outcomes of students with learning disabilities." Diss., Connect to online resource - MSU authorized users, 2008.

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Linton, Chandra. "Including high school students with disabilities in regular education environments the impact on post-school incomes /." CONNECT TO ELECTRONIC THESIS, 2006. http://hdl.handle.net/1961/3636.

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Stower, Catherine J. "Post-Secondary Perceptions of the Secondary School Counselor and Their Functions at the High School Level." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27160.

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The purpose of this study was to investigate post-secondary students' perceptions of the role and functions of their high school counselor. One hundred seventy-three students currently attending a community college in a suburban area of a large metropolitan city participated in this study. The participants were asked to complete a survey developed by the researcher. Five research questions (listed below) guided this study. 1) Do post-secondary students perceive that high school counselors are performing the functions outlined by the American School Counselor Association (see Appendix B and C), and are there gender and ethnic differences? 2) How are perceptions of services rated as "very" important by post-secondary students, and are there gender and ethnic differences? 3) How are perceptions of services rated as "often" performed by post-secondary students, and are there gender and ethnic differences? 4) What are post-secondary student's perceptions of the importance with which specific counseling functions are performed as compared to perceptions of frequency? 5) What is the level of unmet need for counseling services perceived as "very" important by post-secondary students? The results indicated that only two percent of high school counselors performed all functions identified on the questionnaire, however the majority of participants indicated counselors performed nearly one-third of the functions. The functions were noted as academic, career, or personal/social domain. The most important function and the most often performed function rated by participants was discussing graduation requirements and the least important as well as the least performed function was identified as assistance with relationship issues. In general, there was not a significant difference between gender and ethnicity. The percentage of participants who indicated a function was "very" important, however was "seldom" or "never" performed was above 50% for most functions.
Ph. D.

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Artman, Vickie. "DUAL CREDIT AND DUAL ENROLLMENT: AN ANALYSIS OF THE EXPERIENCES OF HIGH SCHOOL STUDENTS THAT COMPLETED HIGH SCHOOL WITH A DUAL DEGREE." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1336.

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This particularistic qualitative study examined the perceptions of 18 students’ dual credit experience and the viewpoints of three administrators. While limited in scope, this study makes an important contribution to what is currently known about dual credit experiences from students that have graduated with a dual degree at the completion of high school. Primary data collection occurred through individual interviews with the students and with the administrators. Nine themes were identified from the qualitative analysis of the students’ interview responses and 10 themes were identified from analysis of the administrators interview responses. Student themes related to influence, the dual credit experience, student decisions/choices, value, desire to continue, dual credit concerns, advice to high school students, and the top three advantages to a dual credit program. The student participants reported that, while the dual credit experience had been challenging, the program resulted in positive educational outcomes, time savings, cost savings, and access to college courses. Administrator themes related to the dual credit enrollment process, influence, the student experience, support systems, student choice, outcomes of acquiring a dual degree, impact of dual degree status on pursuit of higher education, degree completion, advice for dual credit students, and the future of dual credit programs. While the three administrator participants valued the dual credit program, each provided a unique view of the program. The findings from this study may help to improve future dual credit experiences for the students and help to create a favorable relationship between the community college and high school. Conclusions drawn from the findings were reported. Implications for policy, research, and practice were identified. Recommendations were made for further research.

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Roth, Kylie Ann. "Identifying Knowledge and Understanding of Learning Disabilities in High School Students Classified with Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6040.

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Research indicates that students with learning disabilities know little about their condition. The purpose of this study was to investigate the depth and breadth of high school students' understanding of their learning disabilities. Using semi-structured individual interviews, the researcher collected, transcribed, and analyzed data to determine 12 participants' knowledge of learning disabilities, about how they learn, and about their potential to succeed in school and adult life. Results indicate varying levels of self-knowledge and varying perceptions of future success.

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Barbis, Anthony M. "The impact of the Missouri A+ Schools Programs on high school graduation rates and post-secondary enrollment rates /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115521.

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Curry, Vicky L. "The violence at Thurston High School : individual characteristics of the victims as related to their post-traumatic responses /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3035564.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 222-231). Also available for download via the World Wide Web; free to University of Oregon users.

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Clayton-Molina, Cheryl Ann. "Hispanic High School Dropouts: Their Unheard Voices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/232.

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America is in the midst of a high school dropout crisis that will cost $3 trillion in lost wages over the lifetime of the 12 million students who are predicted to drop out. Each year, in an America's northern states, approximately 10,000 students drop out of high school; the majority of these students are Hispanic. Guided by Ogbu's cultural-ecological theory of academic disengagement, the purpose of this phenomenological study was to understand the experiences of Hispanics who dropped out of high school and their rationales for dropping out.. Eight Hispanic dropouts in a local community were interviewed. The interviews were transcribed and interrogated via inductive analysis. Findings in this study show that the system and community forces that impeded academic achievement were in similar to those of Ogbu's findings. However, contrary to this theory, the participants in this study did not report any discrimination. The participants dropped out due to academic difficulties, early parenthood, and a lack of parental support. Hispanics' perspectives are needed if administrators and other stakeholders are to develop and apply ethnically skilled policies and performances that could be effective in accommodating Hispanics' educational needs. Reducing Hispanics' high school dropout rates will benefit taxpayers by providing substantial economic return. Guided by these findings, the school board will be equipped to support their educators, which in return could produce quality academic performance among Hispanic students.

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Naef, Kendra Kay. "Young adult attitudes regarding individuals with disabilities a post-intervention comparison of high school graduates /." [Ames, Iowa : Iowa State University], 2008.

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Craine, S. F. "Beggars can't be choosers : an ethnography of post-school transitions in a high unemployment area." Thesis, University of Salford, 1993. http://usir.salford.ac.uk/14784/.

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My thesis seeks to explore and document the processes involved in the career transitions of a specific sample of unqualified minimum age school leavers drawn from a high unemployment inner city area. The main body of data was collected ethnographically between 1985 and 1990, although the original 'data-base', entrée into the field, and 'insider status' were derived from my former employment in a Youth and Community Project in the study area. The research has identified three broad patterns of labour market transition: the first involved a minority of participants and was a traditional post-school transition to primary employment; the second involved a slightly larger group in protracted transitions via combinations of experiences which included unemployment, underemployment and government schemes; the third and most common pattern involved a cyclical post-school transition described by some study participants as the 'Black Magic Roundabout'. Cyclical transitions entailed early careers in which participants became trapped on a (not so) merrygo- round of unemployment, government schemes and special programmes, youth jobs, work in the informal economy, more unemployment, schemes, and so on. Generally, this transition preceded the slide into cynicism, disillusionment and labour market withdrawal. Each of the labour market transitions reflected a complementary career pattern in terms of entry into and progress through adult domestic life. Case studies explore individual responses which were mediated by the inter-relationships between labour market and domestic career transitions and trends in government policy, the economy, local labour market conditions, housing and the family. By far the largest group among research participants were those who had moved through cyclical transitions and labour market withdrawal into long-term unemployment. My study illustrates how this group restricted social networks to others in a similar position, built on a common sense of identity and reduced commitment to the orthodox labour market. My study reveals that to those for whom employment was perceived as only a distant and diminished possibility, alternative status systems were subculturally conceived. Significantly large numbers of participants proactively explored, constructed and pursued sub- and anti-employment careers. Affiliation to the sub- and anti-employment subcultures enabled participants to offset threats to psychological well-being posed by their objective labour market positions and provided alternative routes to income, status, identity and meaning. Of all the post-sixteen progression routes, the slide into the informal economy and acquisitive criminality is the most under-researched. Detailed exploration of these nonconventional routes contributes to the contemporary understanding of post-school transitions and provides knowledge of the 'career points' through which this transition occurs.

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Pratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.

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The sociological tools of Margaret Somers are employed to dissect Indonesian high school history teachers' narratives about teaching controversial history of post-independence Indonesian communism. Twelve semi-structured interviews form a qualitative foundation to generate analysis on history teachers' stories about what enables the entanglement of alternative narratives of Indonesian communism in their teachings. This current study explores how various stories influence the teachers' standpoints on it. Moreover, the study highlights the socio-historical context of how their standpoints were formed. Empirical findings in this study suggest that the teachers draw on different narratives that navigate them to teach alternative versions, in order to counterbalance the mainstream story of Indonesian communism in school textbooks and the history curriculum. However, for some teachers, it is more challenging to teach a subject on Indonesian communism in line with their standpoints. The ease and challenges in teaching controversial history vary since each teacher is embedded in different relationships. Therefore, the social context of their teachings is also discussed.

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Carter, Allia L. "Collaborative Leadership Practices Among Ohio's Early College High School Prinicpals and Their Post-Secondary Partners." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340034683.

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Brzinski, Christopher M. "A study of barriers to enrollment in post secondary technology education programs within multimedia students at Lynde and Harry Bradley School of Trade and Technology." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009brzinskic.pdf.

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Hotoveli, Reuven. "The understanding of concepts in computer science : how do post-high-school students in Israel conceive recursion?" Thesis, Anglia Ruskin University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418554.

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Rakgole, Molatelo Walter. "The relationship between socio - cultural factors and sport participation in schools : a case study of Germiston High School in the Gauteng Province." Thesis, University of Limpopo, 2018. http://hdl.handle.net/10386/2329.

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Thesis (M. Dev.) -- University of Limpopo, 2018
The post-apartheid socio-cultural, economic and political dispensation in South Africa have prompted a high-level perceived potential inclusion in sport-participating in different aspect of self-development regardless of culture, economic and social difference across the nation. However, little is understood, from an empirical viewpoint, about the potential challenges and limits towards the successful participation in sport in South Africa. The purpose of this study was to investigate the relationship between socio-cultural factors and sport participation at Germiston High School in the Gauteng Province. A quantitative research was conducted using case study research design method. A Non-probability sampling method was done through purposive sampling method to select Grade 8 to Grade 12 students from. Data collection was done using self-administered questionnaires. There were one hundred and forty-seven students that participated in a survey of self-administered questionnaires at Germiston High School. The findings of the study reveal that sport-participation is highly linked to socio-cultural and economic aspects among students. For students, teachers are expected to be involved in sport-participation and be of the forefront of inclusiveness. It also was found that sport preference among students is linked to their important others. Thus, a full experience of sport-participation through resources available at school is compromised for many students. Schools, the Ministry of Education, Sports and Culture together with sponsors and parents are encouraged to intervene in promoting sport participation.

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Knollman, Gregory. "From Adolescence to Adulthood: Analyzing Multiple Perspectives on the Transition from High School to Post-School Life through a Multi-Case Study Design." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5973.

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The purpose of this study was to explore the transition experience of three individuals with intellectual disabilities, members of their family, their former transition program coordinator, and members of their support network including current employers or support service providers. This qualitative study used Bronfenbrenner’s (1977) ecological model and Kohler’s (1996) Taxonomy for Transition to frame three case studies designed to capture the transition experience of young adults with disabilities who exited a university-based, school district funded, transition program. Using Bronfenbrenner’s (1977) ecological perspective, which focused on a behavior or interaction of people across multiple environments, the aim was to interview individuals from the micro, meso, and exo levels within the individuals’ systems of support. The transition experience took place outside the bounds of a school and involved a broad network of support that ranged from close nuclear ties between the individual with disabilities and their family members to broader social ties between the individual with disabilities and their employer or support service provider. A total of nineteen interviews were conducted for this study. Each interview lasted between twenty to ninety minutes in length. Individuals were asked to participate in an interview to respond to pre-scripted, open-ended questions based around Kohler’s (1996) five domains of transition within the Transition Taxonomy. The nineteen interviews were transcribed, coded and organized around themes linked to the five domains of transition: student-focused planning, student development, program structure, family involvement and interagency collaboration. In addition to the five domains of transition, five additional themes were common across members of the three case studies. These additional themes included: • It Takes a Strong Interconnected Network • Recognizing Narrative is Critical • Inclusion is Important to the Community • A Knowledgeable Transition Coordinator is Integral • Life is Comprised of a Series of Transitions The transition from high school to post-school life includes a focus on employment and independent living. That transition is unique and personal, but regardless of the person, a network of support is required to ensure success. The three young adults who were interviewed and around whom the case studies were developed exemplify the importance of maintaining a strong support network as you plan for and implement the transition from school to post-secondary life. Each young adult has utilized ties with family and members of their community to secure paid employment, maintain their social circles, and expand their level of independence.

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Bryant, Terrence LaMar. "The Influence of High School Preparation on Black Male Students' Ability to Succeed at the Post-Secondary Level." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690516.

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This qualitative study explored the perceptions of 14 African American male undergraduate students about their high school preparation for post-secondary education. This study synthesized past and present research on the experiences of African American males within the public education system and examined how school discipline and the lack of positive student-teacher relationship negatively impacts the trajectory of African American males entering into institutions of higher education. Through semi-structured interviews three salient themes emerge: (1) inconsistent support from certificated school personnel in meeting the needs of African American male high school students; (2) lack of academic preparedness for post-secondary education in high school programming; and (3) the importance of family support and role models for Black male high school students. The results from these interviews highlighted the continuous disparities African American males’ face within the K-12 system. Such barriers impede on college access and success.

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Acker-Ball, Shawna Lynn. "A case study of the influence of family on first-generation college students' educational aspirations post high school." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7708.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Murphy, Joyanne Patricia. "Post-Secondary Education Decisions of High School Black Males in St. Thomas, U.S. Virgin Islands (A Case Study)." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30282.

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This study sought to understand the perspectives of young Black males toward post-secondary education. A qualitative case study research design was selected because it allowed the researcher to examine in a holistic fashion the complexities of how the issues of school, home, community, and peers function in the life of a young Black male in St. Thomas, USVI; and how these issues in his life yield a perspective on and a decision about participating in higher education. A case study using taped interviews and observations of one high school Black male and his mother was conducted. Data were analyzed using Ethnograph and a coding matrix based on the tenets of grounded theory. The findings showed that the young man was ambivalent about the educational process and about his plans concerning his preparation for the future. In high school he saw three options: enlisting in the military, engaging in full-time employment, or pursuing a college education at the University of the Virgin Islands as long as he could achieve success. He viewed all three paths as equal. His family's influence had a profound impact on his decision to participate in advanced education despite his lack of commitment and his underachieving high school career. The educational issues in the territory signal the need for territorial policy makers to initiate educational improvements in the public schools and to mandate, at the university level, an information and recruitment program for young males to improve the demographics of post-secondary education in the U.S. Virgin Islands. Recommendations for further research are offered.
Ph. D.

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Riepenhoff, Mary E. "COLLEGE ASPIRATIONS TO COMPLETED APPLICATIONS: A STUDY OF INTENTIONAL HIGH SCHOOL PRACTICES DESIGNED TO INCREASE POST-SECONDARY ENROLLMENT." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461878024.

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Roach, Kay L. "Case studies of three academically-able students choosing not to pursue post-secondary education immediately after high school /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801323346.

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Maslowski, Lindsay B. "The various post-secondary educational and career aspirations of high school females in one public versus one private school setting in the Mid-west." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004maslowskil.pdf.

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Newcomer, R. Renee. "Cognitive-affective, behavioral, and physiological response to injury among competitive athletes." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1513.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains viii, 133 p. : ill. Includes abstract. Includes bibliographical references (p. 103-133).

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Coutts-Smith, Raymond J., and n/a. "Mathematics in transition : the post-compulsory years : the transition from high school to college in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060630.095231.

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This study commences with the assumption that action can be taken to lessen the disruption to the mathematical progress of Year 11 students in the Australian Capital Territory senior secondary colleges. If students are to perform their best in mathematics they need their transition from high school to college to be as smooth as possible. Nevertheless, many students change their mathematics enrolment soon after commencing college. The study relies particularly upon The Theory of Reasoned Action to determine whether students have the intention both before and during the transition of performing well in mathematics at college. Although this measure provides a predictor of the intention, it does not necessarily follow that the conditions allow the student to comply with the prediction. Statistical instruments were also used - to determine whether students initially enrol in appropriate courses and whether they perform as well in their first semester at college as in Year 10. A small sample of students was interviewed to elicit whether there was supporting evidence for some conclusions drawn from the results and the literature survey. Analyses of the predictor of intention indicate that during the transition period a very high proportion of students intends to perform well in mathematics at college. Analysis of the components of the measure pinpoints some small differences between high schools. The statistical analyses show that a significant proportion of students completes Semester 1 in mathematics courses other than those of initial enrolment and that performance by the Year 11 students correlates well with Year 10 performance. Discussion centres around actions of intervention and their focus. Parents and guardians are possible recipients of further information since the evidence suggests they are the most influential advisers in the lives of this age group. College teachers are possibly the best current providers of that information, although, high school teachers and careers advisers could take a more prominent role following appropriate training. Recommendations are made concerning the enrolment procedure and the beginning of Year 11 routine. Other conclusions and recommendations concern action by classroom teachers that could ensure more students succeed in the course of initial enrolment, whether they are in the course most suited to their previous performance or are attempting a more difficult course.

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Nemechek, Traci 1962. "Navajo hoops and higher learning: A study of female high school basketball players and their post-secondary academic success." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291912.

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This study identifies, describes, and analyzes female Navajo participation in high school basketball and that participation's impact on the students' post-secondary academic experience. Two major hypotheses were formulated: (1) female Navajo participation in high school basketball does contribute to future post-secondary academic success (2) the basketball players' support group played a significant role in the students' future academic or athletic success. The total sample of 18 included former basketball players, former non-athletes, family members, and high school teachers and staff. My findings were: (1) the support group contributed significantly to the students' future academic and athletic success (2) the importance of Navajo cultural values and philosophy significantly impacted the students' post-secondary academic success (3) participation in basketball began as fun, but transformed into a positive learning experience that reinforced and provided structure for previously learned values from Navajo culture, family, and/or significant mentors and role models.

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Garforth, Graham. "School control of information, advice and guidance during transition : a two year study into post-16 student decision-making." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35625/.

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The majority of research into choice, transition and decision-making took place in the 1990s-2000s. Since this time the context in which post-16 transition takes place has been changing due to increased competition between institutions and the extended length of time students are required to remain in education or training through raising the participation age. Additionally, in 2012 the government made schools responsible for Information, Advice and Guidance. This thesis explores choice and decision-making during the transition to post-16 education and training. It provides new research evidence to contribute to the existing literature in light of the changes in context since the body of literature was formed. In particular, it explores the impact of the changes to Information, Advice and Guidance provision and the role of schools in influencing students' transition. The study uses evidence from three schools with sixth forms, drawn from two contrasting counties of England during the first year of research. The second year of research draws evidence from a range of post-16 institutions which the students progressed onto. Overall, the data from staff, students and documentary evidence explores student transition from the final year of secondary schooling to post-16 education or training. The study finds that competition between post-16 institutions has implications for the way that post-16 Information, Advice and Guidance is provided by schools. The practical strategies schools use to influence transition include practical prevention of access to alternative IAG, control of the application process and active student selection. The most powerful strategies involve the social construction of unique selling points and the management of culture and trust. The implications of these strategies for students' transition is assessed taking into account how students make their post-16 transition decisions in a loosely coupled manner and the common belief that their position is of their own making. Overall, a continuum of schools' influence on transition is presented. The study concludes that the competitive post-16 environment coupled with school control of guidance may lead to imperfect transition for students and reproduction of the structural status quo rather than social change. For school leaders implications exist in being able to mitigate competition through collaboration and specialisation. However, the complexity of achieving this in the competitive post-16 marketplace produces implications for guidance providers in equipping students with decision-making skills and empowering them with an understanding of their position which is more likely to lead to students being able to challenge influencing structures and make effective post-16 transitions.

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Shaw, Aleeta L. "Tennessee High School Counselors' and Dual Enrollment Advisors' Perceptions of Student Readiness for Dual Enrollment." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3554.

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The purpose of this qualitative phenomenological study was to explore Tennessee high school counselors’ and dual enrollment advisors’ perceptions of student readiness for dual enrollment within the context of school, institutional, state, and federal policies as aligned with adolescent development theories in order to inform both policy and practice. Twelve purposely sampled participants from three school districts within the First Tennessee Core Region responded to questions via a recorded phone interview. Participants reflected on the readiness of their students for dual enrollment in the academic, social, and emotional domains. Additionally, participants identified strengths and weaknesses of dual enrollment programs and the Ready Graduateinitiative in Tennessee through the lenses of their school, post-secondary institutions, and their students and shared ideas for the improvement of programs and increasing student readiness.

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Sage, Linda Ann. "A study to determine the perceptions of post-secondary vocational students regarding the value of their high school counseling experience." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1097.

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Smithberger, Mark E. "The Impact of Training on Implementation of Formative Assessments in High School Core Area Classrooms." Ashland University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1522658872071245.

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Tauschek, Kari L. "An investigation of the post high school outcomes of individuals with disabilities, and teacher and parent perceptions of transition services provided in a western Wisconsin school district." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003tauschekk.pdf.

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Jongbloed, Janine Alysia. "Happiness, well-being, and post-secondary attainment: measuring the subjective well-being of British Columbia's high school graduate class of 1988." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42541.

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The purpose of the current study is to create definitions and conceptualizations of the constructs of “happiness” and “well-being” in a large sample of the high school graduate class of 1988 in British Columbia, Canada, and then explore the relationships among these concepts and post-secondary educational aspirations, expectations, and attainment. In this thesis, I define the concepts of “happiness” and “well-being” in terms of the participants’ own descriptions of these concepts elicited from focused questionnaire and interview questions from the last wave of the 22-year longitudinal Paths on Life’s Way project. Data were collected using survey methods (n=574) and interviews (n=19). By analyzing both quantitative and qualitative data from Paths on Life’s Way, I employ a mixed methods approach. Specifically, I use the survey data extensively and have added my own questions to the most recent set of follow-up interviews to better define and conceptualize “happiness” and “well-being” for members of the high school graduating class of 1988 in British Columbia, Canada. The current study builds on previous work done with this dataset (Andres, 1992, 2002, 2009, 2010) using the theoretical framework of Sen’s (1985, 1993, 2005) conceptualization of functionings and capabilities in relation to people’s well-being and agency. The basic hypothesis of the current study is that people’s perceptions of their own “happiness” and “well-being” are not only distinct, but also dependent on context, time, and life sphere (e.g., work vs. family). These complex concepts, and participants’ self-ratings of them, relate to post-secondary educational aspirations, expectations, and attainment in ways that differ by gender, health, marital status, and presence or absence of children. As well, the acts of defining and measuring one’s own “happiness” and “well-being” and attempting to change these is an iterative process that is both influenced by and influences one’s educational path.

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Rangasamy, Ramasamy. "Post-high school adjustments of special education and regular education students from the Apache reservation: A five year follow-up study." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186009.

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The purpose of this study was to describe and compare the post-school adjustment of Native American youth who received special education or regular education services on White Mountain Apache Indian reservation in Arizona. This study reflects what the students have been doing since they left school, whether their school experiences have prepared them for life in general, and how their personal history helps identify their values, outlooks, and current community standing. In an effort to assess the transition status of these former students, a 38 item survey instrument was developed. A total of 132 students were identified from the Alchesay high school records. Of this number, face-to-face interviews were conducted with 106 former (80%) students. Students were compared in five areas which have been identified as important to successful transition from school to adult life. Comparisons were made on the respondents opinions of their secondary school education, employment status, independent living, maladjustment, and culture/traditionality. SES stated that mathematics, resource programs, and English prepared them for the job market whereas mathematics, office skills, science, and business education were selected by the RES. All the respondents wished for computer education. Only 31% of the total sample was employed up to five years after leaving school. Seventy-four percent of the students still live with their parents. Forty-four percent of both groups had arrest records, and 68% of both groups had a history of substance abuse. Sixty-four percent of the respondents use and speak the Apache language most of the time. Parents and the extended family provide the majority of guidance and support as these young adults seek employment, community integration and social adjustment. There is a pressing need for transitional programs, better job programs, and substance abuse preventive programs for both groups of Apache post-high school students.

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Strater, Kate. "Post high school transition to work| an examination of self-determination in young adults with intellectual disabilities participating in project search." Thesis, Northern Kentucky University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157874.

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Challenges encountered by young adults with intellectual disabilities (ID) during the transition from high school to employment have great potential to limit an individual’s opportunity and/or capacity for self-determination regarding employment. This mixed-method study is focused on defining the characteristics of self-determined people and examining the challenges to self-determination experienced by a group of nine Project SEARCH interns with ID. Through field observations as well as initial and final interviews, photographs, goal-reporting, and administration of the AIR Self-Determination Scale, the challenges discovered among the Project SEARCH interns included those related to communication; social interaction and awareness; work skill development; emotional control; disposition, positive attitude, and work ethic; and seeing oneself outside of the current work experience. It further examined how intern experiences, interactions, and individualized supports available during the Project SEARCH year contributed to an intern’s positive growth and change in the self-determination characteristics directly related to his/her identified challenges.

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Kocher, Elizabeth A. Kocher. "Exploring the Expectations Gap in Ohio; Why Do Students from a College Preparatory Curriculum in High School Get Placed in Remedial Mathematics in College." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512051121753477.

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47

Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Successthrough Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 575 - 578, 2012. https://slub.qucosa.de/id/qucosa%3A1823.

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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.

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Silva, José Alves da. "Compromisso e paixão: o universal e o singular na boa escola pública." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13032009-120014/.

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Tese de doutoramento - Faculdade de Educação, Universidade de São Paulo, São Paulo, 2008. A partir da realidade de uma escola pública, investiga-se a identidade do ensino médio brasileiro e especialmente sua histórica dualidade entre um sentido propedêutico ou profissionalizante, em busca de um novo caráter de efetiva conclusão da educação de base. Essa escola passa por rápida transição devido a uma nova situação escolar caracterizada por sua expansão, pelo seu novo público, pela crescente importância do conceito de adolescência e por outras mudanças sócio-econômicas e culturais ligadas à sociedade pós-industrial. Nesse contexto, faz-se uma reflexão acerca do processo ainda em curso de mudança de identidade do ensino médio, a partir de três elementos: o seu papel social, a sua relação com a adolescência e a sua relação com o saber. Investigam-se os saberes e fazeres pedagógicos de uma escola pública de ensino médio, considerada boa pela comunidade que a freqüenta, tendo como método a pesquisa qualitativa na escola, envolvendo as pessoas que nela convivem, com questionários respondidos pelos alunos, análises de documentos já produzidos sobre a escola, entrevistas e a própria vivência do pesquisador naquela realidade escolar. Os resultados apontam para o fato de os acertos educacionais dessa escola estarem relacionados com um começo de superação daquela dualidade rumo a uma maior proximidade com a perspectiva do jovem, em termos de novos conhecimentos trazidos para o currículo, que respondem a desafios e demandas da sociedade pós-industrial, assim como ao tratamento de aspectos afetivos da própria adolescência. Isso só se mostrou possível nessa escola por conta de um envolvimento pessoal e conceitual de um grupo de educadores, que teve com a escola uma participação mais comprometida e engajada para além dos marcos estatutários. Isso aponta para a necessidade de o poder público acompanhar o cotidiano das escolas, para estimular e respeitar a constituição da identidade de cada universo escolar, na forma de políticas públicas que fomentem a emergência de projetos político-pedagógicos reais e singulares compatíveis com o entorno comunitários de cada escola. Entre as constatações do trabalho, ressalta-se a percepção da sobrecarga de demandas envolvendo cultura, esporte, saúde e vida comunitária, às quais a escola não pode atender. Propõe-se uma rede de instituições e equipamentos sociais que se somem na responsabilidade em educar o jovem, de maneira que, em seu conjunto, a escola recupere e exerça com qualidade o seu papel básico.
The reality of a particular public school is the starting point to question the identity of Brazilian high school with focus on a historical duality between a pre university school and a professional school, in the search for its new meaning towards an effective conclusion of basic education. This school lives today a quick transformation, due to its expansion, its new public, the growing importance of the concept of adolescence, as well as the social, economic and cultural changes connected to post-industrial society. In this context, we propose a reflection about the process of change of identity in terms of three elements: its social function, its relations with adolescence and with knowledge. A public high school considered good by its community had its educational practices investigated with this purpose, with basis on a qualitative research, involving people that teaches and learns there, making use of questionnaires answered by students, documental analysis, interviews and the personal experiences of the researcher himself in his work at that school. The results indicate that the good achievements of that high school are related to a movement in the direction of overcoming of that duality towards a closer relationship to the youth perspectives. This is connected to educational contents in the school curriculum that answer challenges put by the post industrial society and to emotional questions of adolescence itself. These achievements were only possible due to a personal engagement of a group of educators, much beyond of could be formally expected. As far as public policies are concerned, this suggests that the government should promote and support effective and singular pedagogical projects that respond to the social environment of each school. Among the conclusions of this work there is a perception that the school is requested to answer to many questions related to health, culture, sports, and communitarian life, that are beyond its domains. Therefore, we propose that a net of institutions and social facilities should cooperate, in order to allow the school to dedicate itself primarily to its main role.

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Hudson, Diana Joy. "Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1271.

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This qualitative study examined high school counselors' perceptions of postsecondary transition services to students with specific learning disabilities. Seven high school counselors in the Unnamed County Schools were interviewed to examine their perceptions of postsecondary transition services to students with specific learning disabilities. Categories that involved school counselor's perceptions of the provision of postsecondary transition services for students with learning disabilities emerged from the data. These themes were as follows: 1) plan of study for postsecondary goals based on vocational assessments, 2) assistance provided to prepare for college or work, 3) duties of counselors and involvement in the transition process, and 4) the IEP team, postsecondary goals, and self-advocacy of accommodation needs. There was also an area of other findings that was noted but was not identified as a theme. This other findings involved a participant's postsecondary personal vocational experience. Participants reported transition assessments that were administered to students with learning disabilities to determine career interests and strengths. Participants also discussed how transition services were included in the plan of study and career goals. Participants indicated that the School-to-Work program has helped students with learning disabilities work within the city and gain experiences in their area of interest. Additionally, participants suggested that students with learning disabilities have attended Career Technology Education (CTE) classes that provided a strong connection with the community and businesses. Participants spoke about their depth of knowledge on courses, scheduling, colleges' admission standards, and the employment process for all students. Participants also indicated that they have supplied information for the postsecondary transition service plans for students with disabilities at IEP meetings. Findings from this study may have encouraged high school counselors to expand their practice and perform at an enhanced level when helping students with special needs go to college, get a job, and succeed in life.

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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Success through Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81097.

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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.

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Dissertations / Theses on the topic 'Post high school'

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