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Journal articles on the topic 'Post-school'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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10

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

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11

Kohler, Maxie, Mardele Early, Lois Christensen, and Jerry Aldridge. "School/Parent Partnership, Post-Katrina: Lake Forest Elementary Charter School." Childhood Education 89, no. 2 (2013): 110–14. http://dx.doi.org/10.1080/00094056.2013.774245.

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12

Gore, Susan, Stacey Kadish, and Robert H. Aseltine. "Career Centered High School Education and Post-High School Career Adaptation." American Journal of Community Psychology 32, no. 1-2 (2003): 77–88. http://dx.doi.org/10.1023/a:1025646907466.

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13

Lunn, Peter D., and Elish Kelly. "Participation in school sport and post-school pathways: evidence from ireland." National Institute Economic Review 232 (May 2015): R51—R66. http://dx.doi.org/10.1177/002795011523200106.

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We examine the impact of participation in sport at secondary school on post-school pathways using a survey of Irish school-leavers, distinguishing between those who dropped out of sport during their secondary school years and those who continued playing in their final school years. We find that members of this latter group are, on completion of secondary schooling, significantly and substantially more likely to continue their education rather than to join the labour market. This effect survives controlling for individual background traits, school characteristics, attachment to the school and academic achievement. Our results are also robust to the use of propensity score matching to control for selection into participation in sport based on observable characteristics. We relate our findings to previous work on the potential labour market benefits of participation in sport and to the emerging literature on the role of consumption value in educational choice.

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14

Direen, Gerard. "School leadership in a post-disaster setting." set: Research Information for Teachers, no. 2 (2017): 9–15. http://dx.doi.org/10.18296/set.0078.

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15

Tamura, Yuichi. "School Dress Codes in Post-Scarcity Japan." Youth & Society 38, no. 4 (2007): 463–89. http://dx.doi.org/10.1177/0044118x06290708.

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16

Cobb, Casey D., and Gene V. Glass. "School Choice in a Post-Desegregation World." Peabody Journal of Education 84, no. 2 (2009): 262–78. http://dx.doi.org/10.1080/01619560902810187.

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17

Crespi, Tony D., and Barbara A. Fischetti. "The Post-Doctoral Residency in School Psychology." Clinical Supervisor 19, no. 2 (2001): 147–59. http://dx.doi.org/10.1300/j001v19n02_08.

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18

Hermann, Graham D. "Self-pacing in post-school education/training." Vocational Aspect of Education 38, no. 99 (1986): 7–16. http://dx.doi.org/10.1080/10408347308002611.

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19

Courtney, Steven J. "Post-panopticism and school inspection in England." British Journal of Sociology of Education 37, no. 4 (2014): 623–42. http://dx.doi.org/10.1080/01425692.2014.965806.

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20

Riddell, Sheila. "The Politics of Disability: post‐school experience." British Journal of Sociology of Education 14, no. 4 (1993): 445–55. http://dx.doi.org/10.1080/0142569930140409.

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21

Carrotte, Peter. "School the Risks of Post Space Preparation." Dental Update 29, no. 2 (2002): 94. http://dx.doi.org/10.12968/denu.2002.29.2.94a.

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22

Reed, Latish C. "Post-Brown School Reforms for Black Children." International Journal of Educational Reform 24, no. 4 (2015): 349–62. http://dx.doi.org/10.1177/105678791502400404.

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23

Baytiyeh, Hoda. "Online learning during post-earthquake school closures." Disaster Prevention and Management: An International Journal 27, no. 2 (2018): 215–27. http://dx.doi.org/10.1108/dpm-07-2017-0173.

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Purpose The purpose of this paper is to describe the impacts of earthquakes on schools and education services and demonstrate the critical role that information and communication technologies (ICTs) can play in supporting the continuity of education delivery during temporary school closures after seismic events. Design/methodology/approach This paper relies on a conceptual analysis that shows the potential role of the online educational environment during post-earthquake school closures by relying on the available ICT tools. Findings This paper proposes a pro-active strategy for schools that transforms traditional education into an online learning environment to restore education delivery during school closures after earthquake which disrupts face-to-face teaching and denies students and staffs access to schools. Originality/value The sustainability of education delivery in the aftermath of earthquakes presents a challenge to governments, schools, people and communities. This paper contributes to the literature by demonstrating the role of online learning in sustaining educational delivery services after moderate earthquakes.

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24

Teachman, Jay. "Health Limitations and Post-Secondary School Enrollment." Population Research and Policy Review 31, no. 1 (2011): 85–96. http://dx.doi.org/10.1007/s11113-011-9225-2.

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25

Meschi, Elena, Anna Vignoles, and Robert Cassen. "Post-secondary School Type and Academic Achievement." Manchester School 82, no. 2 (2013): 183–201. http://dx.doi.org/10.1111/manc.12006.

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26

Goldman, Eliot E., Daliah Bauer, Denise L. Newman, et al. "A School-Based Post-Katrina Therapeutic Intervention." Administration and Policy in Mental Health and Mental Health Services Research 42, no. 3 (2014): 363–72. http://dx.doi.org/10.1007/s10488-014-0576-y.

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27

Chernyavskiy, S. I. "MGIMO(U) School of Post Soviet Studies." MGIMO Review of International Relations, no. 4(25) (August 28, 2012): 143–46. http://dx.doi.org/10.24833/2071-8160-2012-4-25-143-146.

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28

Grogger, Jeff. "School Expenditures and Post-Schooling Earnings: Evidence from High School and Beyond." Review of Economics and Statistics 78, no. 4 (1996): 628. http://dx.doi.org/10.2307/2109950.

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29

Demintseva, Ekaterina. "From "Factory" to "Migrant" School: (Post-)Soviet School Segregation in Urban Space." Laboratorium: Russian Review of Social Research 12, no. 1 (2020): 152–82. http://dx.doi.org/10.25285/2078-1938-2020-12-1-152-182.

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30

Henry, Kevin Lawrence. "Heretical Discourses in Post-Katrina Charter School Applications." American Educational Research Journal 56, no. 6 (2019): 2609–43. http://dx.doi.org/10.3102/0002831219853811.

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Using New Orleans as a site of analysis, this article provides a critical race theory reading of a little studied policy mechanism, the charter school application and authorization process. Embedded and competing narratives within charter school applications are analyzed. The authorization process is the central gatekeeping mechanism in the reproduction of charter schools. The authorization process determines who gets to govern schools, including the freedom to set curriculum, discipline policies, personnel, utilization of funds, and their relationship to and role in the communities in which they are located. This article unpacks the community based and “no excuses” discourses within charter applications. It finds patterns of confluence between those narratives and the applicants’ racial and educational identities, suggesting that the authorization process worked as a site for the reproduction of racialized neoliberal dominance in post-Katrina New Orleans, disenfranchising local teachers and communities.

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31

Maxwell, Nan L., and Victor Rubin. "High school career academies and post-secondary outcomes." Economics of Education Review 21, no. 2 (2002): 137–52. http://dx.doi.org/10.1016/s0272-7757(00)00046-7.

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32

Smith, Erica. "Australian post-compulsory school students' learning in workplaces." Research in Post-Compulsory Education 9, no. 1 (2004): 105–22. http://dx.doi.org/10.1080/13596740400200169.

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33

Knight, Robert P. "High School Journalism in the Post-Hazelwood Era." Journalism Educator 43, no. 2 (1988): 42–47. http://dx.doi.org/10.1177/107769588804300203.

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34

Hyland, Terry. "Third way values and post-school education policy." Journal of Education Policy 17, no. 2 (2002): 245–58. http://dx.doi.org/10.1080/02680930110116561.

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35

Johnson, Ryan. "Post-Workout Nutrition for the High School Athlete." Strength and Conditioning Journal 30, no. 4 (2008): 49–50. http://dx.doi.org/10.1519/ssc.0b013e3181776018.

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36

Zimmerman, Jill M., and Debra Y. Vaughan. "School Choice Outcomes in Post-Katrina New Orleans." Journal of School Choice 7, no. 2 (2013): 163–81. http://dx.doi.org/10.1080/15582159.2013.788959.

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37

Lapan, Richard T., Bradley Tucker, Se-Kang Kim, and John F. Kosciulek. "Preparing Rural Adolescents for Post-High School Transitions." Journal of Counseling & Development 81, no. 3 (2003): 329–42. http://dx.doi.org/10.1002/j.1556-6678.2003.tb00260.x.

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38

Richards, Colin J. "Viewpoint: Thoughts on whole school inspection post-Covid." London Review of Education 18, no. 3 (2020): 511–18. http://dx.doi.org/10.14324/lre.18.3.13.

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This article argues that the pause in whole school Ofsted inspections until the end of 2020, and possibly into 2021, offers the opportunity to re-examine the nature of school inspection as an appreciative process with inevitable limitations that Ofsted has so far failed to recognize. This raises the possibility of replacing the current adversarial system with a more consensual one grounded in basic principles similar to, but developed from, the process of school inspection pre-Ofsted by Her Majesty’s Inspectorate of Schools.

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39

Lowe, Peter B. "Post‐School educational opportunities for disabled young adults." Journal of Further and Higher Education 12, no. 1 (1988): 96–100. http://dx.doi.org/10.1080/0309877880120108.

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40

Dietrich, Julia, Philip Parker, and Katariina Salmela-Aro. "Phase-adequate engagement at the post-school transition." Developmental Psychology 48, no. 6 (2012): 1575–93. http://dx.doi.org/10.1037/a0030188.

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41

Dolton, P. J., and A. Vignoles. "The Return on Post-Compulsory School Mathematics Study." Economica 69, no. 273 (2002): 113–42. http://dx.doi.org/10.1111/1468-0335.00273.

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42

BICKEL, ROBERT. "Post-High School Opportunities and High School Completion Rates in an Appalachian State." Youth & Society 21, no. 1 (1989): 61–84. http://dx.doi.org/10.1177/0044118x89021001003.

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43

Welsh, Richard O., Matthew Duque, and Andrew McEachin. "School Choice, Student Mobility, and School Quality: Evidence from post-Katrina New Orleans." Education Finance and Policy 11, no. 2 (2016): 150–76. http://dx.doi.org/10.1162/edfp_a_00183.

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In recent decades, school choice policies predicated on student mobility have gained prominence as urban districts address chronically low-performing schools. However, scholars have highlighted equity concerns related to choice policies. The case of post-Hurricane Katrina New Orleans provides an opportunity to examine student mobility patterns in a choice-based district. This paper analyzes student mobility between and within the various sectors and school types using a multinomial framework. We find rates of student mobility in post-Katrina New Orleans to be similar to other traditional urban school districts. Overall, our results indicate that high-achieving students switch to high-quality schools whereas low-achieving students transfer to low-quality schools. It is clear some students are taking advantage of the ability to choose a high-quality educational option, although many students are still not. Policy implications, especially for education policy makers implementing or considering school choice policies, and areas for future research are discussed.

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44

Hassan, Fatin Nabilah Abu. "The Implementation of Higher Order Thinking Skills (Hots) in Malaysia Secondary School: Post PISA 2009." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 5510–17. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020258.

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45

Andrade, Cláudia, Tricia van Rhijn, and Marisa Matias. "School-to-Family and Family-to-School Enrichment in Women pursuing Post-Secondary Education." Psychologica 60, no. 2 (2017): 101–16. http://dx.doi.org/10.14195/1647-8606_60-2_6.

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Mature and reentry female students enrolled in post-secondary education, in most cases, combine school with other life roles. Despite the growing trend to study how multiple roles may conflict with each other, evidence suggests that multiple roles can be enriching and that female non-traditional students are particularly prone to experience these benefits. Thus, we tested a school-to-family and family-to-school enrichment model, in which school dimensions (mastery experiences, low school exclusion, school satisfaction and school-to- -family balance) were antecedents to school-to-family enrichment and family dimensions (family satisfaction and family-to-school balance) were antecedents of family-to-school enrichment. This model was tested, through path analysis, using 88 non-traditional Portuguese students (female student parents) enrolled in an evening undergraduate program. The model showed an adequate fit to the data, suggesting that aspects of school-to-family and family-to-school enrichment coexist. Mastery experiences and low school exclusion were associated with school-to-family enrichment while perceptions of school-to-family balance and satisfaction with the school role were not. Perceptions of family-to-school balance were associated with family-to-school enrichment but family satisfaction was not. These findings unveil a new view on mature students enrolled at the university, pointing to the role of positive experiences at school and on school-family balance to a better interface of school and family roles.

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46

Grigal, Meg, and Debra A. Neubert. "Parents' In-School Values and Post-School Expectations for Transition-Aged Youth with Disabilities." Career Development for Exceptional Individuals 27, no. 1 (2004): 65–85. http://dx.doi.org/10.1177/088572880402700105.

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47

Wood, Ralph J., Angela R. Wood, and Daniel T. Mullins. "Back to School: Recommendations to Assist Mentally Ill, Post-Incarcerated Youth Return to School." Journal of School Health 78, no. 9 (2008): 514–17. http://dx.doi.org/10.1111/j.1746-1561.2008.00337.x.

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48

McConkey, Roy, Fionnola Kelly, Sarah Craig, and Fiona Keogh. "A longitudinal study of post-school provision for Irish school-leavers with intellectual disability." British Journal of Learning Disabilities 45, no. 3 (2017): 166–71. http://dx.doi.org/10.1111/bld.12190.

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49

Robst, John. "Post-School Investment and Wage Differentials: Some Further Evidence." Southern Economic Journal 61, no. 1 (1994): 121. http://dx.doi.org/10.2307/1060134.

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50

Hill, Elizabeth T. "Labor Market Effects of Women's Post-School-Age Training." Industrial and Labor Relations Review 49, no. 1 (1995): 138. http://dx.doi.org/10.2307/2524917.

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