Log in

Relevant bibliographies by topics / Post-school

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Post-school'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Post-school.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Post-school"

1

Davidson, P. "The Post Keynesian School." Voprosy Ekonomiki, no. 8 (August 20, 2006): 82–101. http://dx.doi.org/10.32609/0042-8736-2006-8-82-101.

Full text

Abstract:

The article written by the prominent thinker in Post Keynesian economic theory examines the main contribution to macroeconomics made by the group of scientists aimed at resurrecting the forgotten aspects of J. M. Keynes’ legacy. The author considers interrelations between fundamental uncertainty, non-neutrality of money and the role of forward contracts in the economy, thus suggesting an original approach to macroeconomic analysis.

APA, Harvard, Vancouver, ISO, and other styles

2

Light, Audrey. "High school employment, high school curriculum, and post-school wages." Economics of Education Review 18, no. 3 (1999): 291–309. http://dx.doi.org/10.1016/s0272-7757(99)00007-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Abbott-Chapman, Joan, and Sue Kilpatrick. "Improving Post-School Outcomes for Rural School Leavers." Australian Journal of Education 45, no. 1 (2001): 35–47. http://dx.doi.org/10.1177/000494410104500104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Stokes, Peter, Oliver Boyd-Barrett, Tony Bush, Jane Goodey, Ian McNay, and Margaret Preedy. "Approaches to Post-School Management." European Journal of Education 20, no. 4 (1985): 417. http://dx.doi.org/10.2307/1503347.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Mazzotti, Valerie L., Dawn A. Rowe, James Sinclair, Marcus Poppen, William E. Woods, and Mackenzie L. Shearer. "Predictors of Post-School Success." Career Development and Transition for Exceptional Individuals 39, no. 4 (2016): 196–215. http://dx.doi.org/10.1177/2165143415588047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Swindells, D. F. "Grants for post-school students." British Journal of Special Education 10, no. 1 (2007): 40. http://dx.doi.org/10.1111/j.1467-8578.1983.tb00139.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Eaves, Ronald C., Karen Rabren, and George Hall. "The Post-School Outcomes Transition Survey." Assessment for Effective Intervention 38, no. 1 (2012): 30–39. http://dx.doi.org/10.1177/1534508412452751.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Kochhar-Bryant, Carol A., and Margo Vreeburg Izzo. "Access to Post—High School Services." Career Development for Exceptional Individuals 29, no. 2 (2006): 70–89. http://dx.doi.org/10.1177/08857288060290020601.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ryder, John. "Person perception in post-school education." Vocational Aspect of Education 39, no. 104 (1987): 81–93. http://dx.doi.org/10.1080/10408347308002941.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Arnold, Michael. "The high-tech, post-Fordist school." Interchange 27, no. 3-4 (1996): 225–50. http://dx.doi.org/10.1007/bf01807406.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Post-school"

1

Brown, Phillip. "Schooling and the school/post-school transition in urban South Wales." Thesis, Swansea University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290994.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Mackenzie, Victoria Emily. "Designing a procurement and selection procedure for prospective students in radiography." Thesis, [S.l. : s.n.], 1992. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1017&context=td_ctech.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Shelly, Michael Anthony. "Scottish young people's post-school destinations, 1977-83." Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/26930.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Mgonja, Brooke Wright, and Brooke Wright Mgonja. "Concussion Education and Management for School Nurses." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622927.

Full text

Abstract:

Background: Despite the increased awareness and education to the public, concussions in children continue to ensue without proper concussion education and management in school systems. Whether the child suffers a concussion in school or at home, it is essential for school nurses to have proper concussion education and evidence based management strategies to further monitor post-concussive symptoms in the school setting. Concussion symptoms can affect the student up to 7-10 days following the injury. Concussions can range from mild to severe, with symptoms lasting hours, days, months or longer. Children who experience a concussion can experience academic challenges that will affect them in the classroom. Without proper concussion education for school nurses, concussed youth may experience post-concussive symptoms. School nurses have a significant role, collaborating with the parents, providers, and the student in providing accommodations and support while transitioning back into the classroom. Purpose: To assess the knowledge of Utah school nurses regarding concussion education and management of the concussed student. In addition evaluating the educational intervention, which changed the knowledge base of the participants. Methods: A one group pre-test and post-test design was used. Study materials were emailed via the Utah School Nurse Association listserv to all Utah school nurses. A concussion educational power point was provided to these nurses before having them complete the post-test. Results: The results of the paired sample t-test revealed that there was a significant difference (p= .000) in comparison of the pre-test and post-test results after viewing the concussion educational power point. Conclusion: The results of this study showed that there was a significant difference between pre-test and post-test results after viewing the concussion educational power point. Therefore it can be concluded that providing education and awareness regarding concussion and its management will increase the knowledge and ultimately may change practice which in turn may improve patient outcomes.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.<br>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.

APA, Harvard, Vancouver, ISO, and other styles

6

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

Full text

Abstract:

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.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate

APA, Harvard, Vancouver, ISO, and other styles

7

Macrae, Vera. "Young people with low level literacy skills in the school and post-school environment." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/799993/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ellman, Emalda Rochelle. "Transition from special school to post school in youth with intellectual disability: Parents' experiences." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/14260.

Full text

Abstract:

Transitions from one life stage to the next are considered to be a normal part of every person's life. Transitions have been described as important landmarks in the educational career of youth, as successful transitions prepare them for adult life. When youth with disabilities leave school, the transition to post school does not occur naturally. Research has found that youth with intellectual disabilities and their families find the transition from school to post school to be challenging. In South Africa, Education White Paper 6 on special needs represents the country's plan for addressing shortcomings in the education system. There is still very little information available on the preparation of intellectually disabled youth for their post school future in the South African context. Consequently, parents of intellectually disabled youth face tremendous challenges when their child reaches this transition age. This study aimed to describe parents' experience of the transition of their intellectually disabled youth from special school to post school in the West Coast. A qualitative descriptive study using in-depth interviews was conducted with five parents of youth with intellectual disability. Inductive analysis of the transcripts yielded two themes and six categories. Theme one, "It really hit us hard" had three categories: "feeling uncertain and confused", "managing without peer support" and "mixed feelings". Theme two, "Parental adjustment to post transition life" had three categories: "setting up a routine", "negotiating everyday occupations" and "accessing resources and a support system". The research found that the meanings parents attribute to their experience of transition are significantly influenced by their personal responses and coping strategies in the context they find themselves in during the transition period.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Post-school"

1

Pavlova, Margarita, John Chi-Kin Lee, and Rupert Maclean, eds. Transitions to Post-School Life. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6476-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Post, P. F. S., ed. Apparition Poem #1613 in P.F.S. Post (Philly Free School Post). P.F.S. Post (Philly Free School Post), 2016.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Post, P. F. S., ed. Apparition Poem #1613 in P.F.S. Post (Philly Free School Post). P.F.S. Post (Philly Free School Post), 2016.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Post, P. F. S., ed. Apparition Poem #1613 in P.F.S. Post (Philly Free School Post). P.F.S. Post (Philly Free School Post), 2016.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Post, P. F. S., ed. Apparition Poem #1613 in P.F.S. Post (Philly Free School Post). P.F.S. Post (Philly Free School Post), 2016.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Morgan, Mark. Drinking among post-primary school pupils. Economic and Social Research Institute, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Daws, Peter Philip. Citizenship in the post-primary school curriculum. NICED Information Centre, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Gorman, Donna Marie. Handling bereavement in the post-primary school. The Author], 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Karareba, Gilbert, Simon Clarke, and Thomas O'Donoghue. Primary School Leadership in Post-Conflict Rwanda. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60264-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Graham, Mary Walker. Flower Lays (from Philly Free School Post). Edited by P. F. S. Post. P.F.S. Post, 2016.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Post-school"

1

Curtis, David D. "Post-School Pathways in Australia." In Excellence in Scholarship. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-257-0_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Mazierska, Ewa. "Old School Capitalismin Post-Socialism." In A Companion to Contemporary Documentary Film. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118884584.ch8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Mitchell, David, and Dean Sutherland. "Strategy 27: Transition from school to post-school environments1." In What Really Works in Special and Inclusive Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-39.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Stritzel, Holger. "A Securitization Theory Post-Copenhagen School." In Security in Translation. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137307576_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

MacLeod, Andrea. "Overcoming Barriers to Educational Opportunities Post-school." In The SAGE Handbook of Autism and Education. SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470409.n38.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Leon Salinas, Carlos Eduardo, and Jefer Camilo Sachica Castillo. "The Role of Post-Conflict School Mathematics." In Proceedings of the 13th International Congress on Mathematical Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Gill, Judith, Katharine Esson, and Rosalina Yuen. "Post-school Pathways and Girls’ Imagined Futures." In A Girl's Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52487-4_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Glynn, Stephen. "The Post-War Public School Film (1945–70)." In The British School Film. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55887-9_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Glynn, Stephen. "The Post-War State School Film (1945–70)." In The British School Film. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55887-9_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Howard, Maurice. "The Post-Reformation School in England, 1540-1640." In Public Buildings in Early Modern Europe. Brepols Publishers, 2010. http://dx.doi.org/10.1484/m.archmod-eb.4.00187.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Post-school"

1

Ahn, Yong Han, and Annie R. Pearce. "Post Occupancy Study for Green School Facilities: Case Study of Reedy Fork Elementary School." In International Conference on Sustainable Design, Engineering, and Construction 2012. American Society of Civil Engineers, 2012. http://dx.doi.org/10.1061/9780784412688.070.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Penionzhek, Evgeniya Vladimirovna. "SCHOOL OF PEDAGOGICAL SKILLS: INNOVATIONS IN THE POST-PANDEMIC REALITY." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-83.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bindu, P. V., Khalifa Darwish Al-Hanawi, Amjad Mohammed Al-Abri, and Vanitha Mahadevan. "IoT Based Safety System for School Children: A Contactless Access Control for Post Covid School Conveyance." In 2021 2nd International Conference for Emerging Technology (INCET). IEEE, 2021. http://dx.doi.org/10.1109/incet51464.2021.9456314.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

"Saqqa-Khaneh School as Iranian Contemporary Art Movement: Post Colonialism or Orientalism?" In April 18-19, 2017 Kyoto (Japan). DiRPUB, 2017. http://dx.doi.org/10.15242/dirpub.dirh0417049.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Uys, Philip, and Mike Douse. "The post-pandemic blended university in the time of digitisation." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0104.

Full text

Abstract:

This paper documents the inevitable emergence of the ‘Global School’, assesses how the COVID-19 pandemic is hastening that transformation, and then focusses upon how these elemental educational developments may apply at the post-school level. Digitisation involves a pivotal leap in human potential as profound as the wheel in terms of development, as significant as the book in relation to information, and as iconoclastic as anything dreamed up by the deepest analyst/therapist in terms of the human psyche. Given that we are moving inexorably and joyfully into the One World One School situation, do we envisage the one global and blended university – where universal access and organisation are intermingled with local needs, cultures and priorities? Are we also progressing towards a blended post- secondary assessment and learning pedagogy in which the digital is dominant? And, if so, how will the pandemic – and the responses to it – pave the way towards that desirable destination?

APA, Harvard, Vancouver, ISO, and other styles

6

Morozova, Viktoriya I. "An Inclusive School Teacher Interacting With The Family In The Post-Industrial Society." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.67.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Falcinelli, Emanuela, Floriana Falcinelli, Chiara Laici, and Alfredo Milani. "Experience of blended e-learning in post-graduate training for High School Teaching Qualification." In 18th International Conference on Database and Expert Systems Applications (DEXA 2007). IEEE, 2007. http://dx.doi.org/10.1109/dexa.2007.93.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Falcinelli, Emanuela, Floriana Falcinelli, Chiara Laici, and Alfredo Milani. "Experience of blended e-learning in post-graduate training for High School Teaching Qualification." In 18th International Conference on Database and Expert Systems Applications (DEXA 2007). IEEE, 2007. http://dx.doi.org/10.1109/dexa.2007.4312977.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Haris, Zahiah, Mustapha Kamal Ahmad Kassim, Abdullah Yusof, and Norliya Ahmad Kassim. "Teaching methods for islamic education Post Graduate Diploma in Teaching Primary School in Malaysia." In 2011 IEEE Colloquium on Humanities, Science and Engineering (CHUSER). IEEE, 2011. http://dx.doi.org/10.1109/chuser.2011.6163737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Chen, Feifei. "Primary Investigation on reform of post practice mode based on school-enterprise collaborative innovation." In 2014 International Conference on Education Technology and Social Science. Atlantis Press, 2014. http://dx.doi.org/10.2991/icetss-14.2014.19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Post-school"

1

Lynch, Lisa. Differential Effects of Post-School Training on Early Career Mobility. National Bureau of Economic Research, 1992. http://dx.doi.org/10.3386/w4034.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Vavoula, Giasemi, and Stamatina Anastopoulou. School Visits Post-lockdown: The Role of Digital - A Survey Report. University of Leicester, 2020. http://dx.doi.org/10.29311/2020.69.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hoskins, James A., Mary E. Strackbein, James A. Multari, Anita R. Lancaster, and Paul Egli. Post-High School Choices: Understanding the Differences Between Military Service and Other Options. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada417635.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Rothstein, Jesse, and Diane Whitmore Schanzenbach. Does Money Still Matter? Attainment and Earnings Effects of Post-1990 School Finance Reforms. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29177.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Lerner, Josh, and Ulrike Malmendier. With a Little Help from My (Random) Friends: Success and Failure in Post-Business School Entrepreneurship. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16918.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Murnane, Richard, John Willett, and Kathryn Parker Boudett. Does Acquisition of a GED Lead to More Training, Post-Secondary Education, and Military Service for School Dropouts? National Bureau of Economic Research, 1997. http://dx.doi.org/10.3386/w5992.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Siebert, Rudolf J., and Michael R. Ott. Catholicism and the Frankfurt School. Association Inter-University Centre Dubrovnik, 2020. http://dx.doi.org/10.53099/ntkd4301.

Full text

Abstract:

The paper traces the development from the medieval, traditional union, through the modern disunion, toward a possible post-modern reunion of the sacred and the profane. It concentrates on the modern disunion and conflict between the religious and the secular, revelation and enlightenment, faith and autonomous reason in the Western world and beyond. It deals specifically with Christianity and the modern age, particularly liberalism, socialism and fascism of the 2Oth and the 21st centuries. The problematic inclination of Western Catholicism toward fascism, motivated by the fear of and hate against socialism and communism in the 20th century, and toward exclusive, authoritarian, and totalitarian populism and identitarianism in the 21st. century, is analyzed, compared and critiqued. Solutions to the problem are suggested on the basis of the Critical Theory of Religion and Society, derived from the Critical Theory of Society of the Frankfurt School. The critical theory and praxis should help to reconcile the culture wars which are continually produced by the modern antagonism between the religious and the secular, and to prepare the way toward post-modern, alternative Future III - the freedom of All on the basis of the collective appropriation of collective surplus value. Distribution and recognition problems are equally taken seriously.

APA, Harvard, Vancouver, ISO, and other styles

9

Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.

Full text

Abstract:

Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.

APA, Harvard, Vancouver, ISO, and other styles

10

Prysyazhna-Gapchenko, Julia. VOLODYMYR LENYK AS A JOURNALIST AND EDITOR IN THE ENVIRONMENT OF UKRAINIAN EMIGRATION. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11094.

Full text

Abstract:

In this article considered Journalistic and editorial activity of Volodymyr Lenika (14.06.1922–02.11.2005) – one of the leading figures of Ukrainian emigration in Germany. First outlined basic landmarks of his life and creation. Journalistic and editorial activity of Volodymyr Lenik was during to forty years out of Ukraine. In the conditions of emigration politically zaangazhovani Ukrainians counted on temporality of the stay abroad and prepared to transference of the created charts and instituciy on native lands. It was or by not main part of conception of liberation revolution of elaborate OUN under the direction of Stepan Banderi, and successfully incarnated in post-war years. Volodymyr Lenik, executing responsible commissions Organization, proved on a few directions of activity, which were organically combined with his journalistic and editorial work. As an editor he was promotorom of creation and realization of models of magazines «Avangard», «Krylati», «Znannia», «Freie Presse Korespondenz», newspapers «Shliakh peremogy». As a journalist Volodymyr Lenik left ponderable work, considerable part of which entered in two-volume edition «Ukrainians on strange land, or reporting, from long journeys». Subject of him newspaper-magazine publications directed on illumination of school, youth, student, cultural, scientific problems, organization and activity of emigrant structures, political fight of emigration, to dethronement of the antiukrainskikh Moscow diversions and provocations. Such variety of problematic of works of V. Lenika was directed in the river-bed of retaining of revolutionary temperament in the environment of diaspore, to bringing in of it to activity in public and political life. Problematic of him is systematized publicism and journalistic appearances, which was inferior realization of a few important tasks, namely to the fight for Ukrainian independence in new terms, cherishing and maintainance of national identity, counteraction hostile soviet propaganda. On an example headed Volodymyr Lenikom a magazine «Knowledge» some aspects are exposed him editorial trade.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!