Relevant bibliographies by topics / School of higher education

Contents

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

Academic literature on the topic 'School of higher education'

Author: Grafiati
Published: 24 April 2022

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Journal articles on the topic "School of higher education"

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Lagowski, J. J. "School Reform and Higher Education." Journal of Chemical Education 71, no. 1 (1994): 1. http://dx.doi.org/10.1021/ed071p1.

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Clark, Shirley M. "Higher Education and School Reform." Review of Higher Education 17, no. 1 (1993): 1–20. http://dx.doi.org/10.1353/rhe.1993.0000.

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

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Krasnoshchekova, Galina A. "New Concept of Foreign Language Education in Higher Technical School." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 68–74. http://dx.doi.org/10.5373/jardcs/v12sp7/20202084.

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Anipkina, L. N., and N. V. Shchennikova. "“ON EDUCATION” IN A HIGHER SCHOOL." Polylinguality and Transcultural Practices 15, no. 3 (2018): 354–71. http://dx.doi.org/10.22363/2618-897x-2018-15-3-354-371.

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Lea, Suzanne C., and M. J. Huggins. "Linking Higher Education, Industry and School." Industry and Higher Education 8, no. 2 (1994): 119–22. http://dx.doi.org/10.1177/095042229400800210.

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The authors describe and review an innovative collaborative approach to the training of postgraduate generalist students of primary education (5–11 year-olds) in the teaching of economic and industrial understanding. The project involves a university education department, industrial and commercial organizations, and related support services.
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Sandoval, Jonathan. "The School Psychologist in Higher Education." School Psychology Review 17, no. 3 (1988): 391–96. http://dx.doi.org/10.1080/02796015.1988.12085352.

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Maiorana, Francesco. "From High School to Higher Education." International Journal of Smart Education and Urban Society 12, no. 4 (2021): 36–51. http://dx.doi.org/10.4018/ijseus.2021100104.

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The vision of introducing computing as a literacy taught from primary school to higher and lifelong education is producing a worldwide new curriculum design and adoption. A strong research effort has involved researchers and educators to find the best ways to prepare teachers and their students for computing with an emphasis on core computer science concepts. This paper, starting from a previously developed curriculum, aims to present and discuss learning trajectories for a first course on computing aiming to presenting key concepts first, such as functions and their use. This learning trajectory is compared with a second learning trajectory presenting loop and loop invariant first and a third one presenting variable first.
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Starodubtsev, V. A. "Practice-Centered Education in Higher School." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 5 (2021): 75–87. http://dx.doi.org/10.31992/0869-3617-2021-30-5-75-87.

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Ivashchenko, Viktoriia. "High school or higher education institution?" Integrated communications, no. 3 (2022): 73–78. http://dx.doi.org/10.28925/2524-2644.2020.1.10.

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The issue of delimitation of stylistics of contexts and spheres of use of terms “vysh” (high school) and “ZVO” (institution of higher education) is highlighted in their correlation with abbreviations of “vysh” and “ZVO”. The views of well-known linguists on the use of lexical units “vysh” (high school), “VUZ”, “VNZ” (higher education institution), “ZVO” (institution of higher education) in literary texts and everyday life are taken into account. The branch stratification and stylistic differentiation of the phrase “vysh” (high school), its fixation in lexicographic sources and the instability of stylistic affiliation according to various sources and comments of scholars are shown. The problem of differentiation of the above terms requires the method of context continuous sampling of use of these terms, the method of lexical-semantic and lexicographic analysis. Attention is focused on the ignorance of the mechanisms of creation of the abbreviated word “vysh” in the Ukrainian language, which causes its incorrect use in the media and indistinguishability of lexical units of uk. “vysh” and “ZVO” among specialists. The word “vysh” comes from the term “high school” and is actively used to denote higher education institutions. However, the terms “higher education institution” and “high school” are not absolute synonyms, as they are often opposed, but relative (partial), which have differences in use.Recommendations for the use of these lexical units in the linguistic style of informal (unofficial), semi-formal (semi-formal) business epistolary, and in the field of official document circulation are given. In the legal field and with official business documents, the official term “VNZ” (higher education institution) should be used. Instead, the abbreviation “vysh” can be used in informal or semi-formal business epistolary, in scientific and educational literature.
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Dissertations / Theses on the topic "School of higher education"

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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)<br>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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Davidson, Brad Robert. "Institutions of Higher Education Pre-Service School Health Education Practices." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1261595922.

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Thesis (M.Ed.)--University of Toledo, 2009.<br>Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Degree in Health Education." "A thesis entitled"--at head of title. Bibliography: leaves 83-93.
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Williams, Kristen K. "From aspirations to access the role of place in the facilitators of and barriers to postsecondary education attendance /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/833.

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Barr, Denny Hayes. "High Academically Achieving Rural High School Students' Perceptions of the Influences on Their College Choice Decisions." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788082.

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<p> Research on college choice decisions of high school students has increased over the past forty years but has generally centered on demographic characteristics such as race, gender, or socio-economic status of students. There has been little research on the influences on the college choice decisions of high academically achieving students from rural areas. Nationally, 27% of rural high school students attend four-year colleges, compared to 37% of students who come from urban or suburban areas. In addition, 73% of students choose to attend college within their home state. However, preliminary data from one rural school system in North Carolina showed that over a two-year period, 96.45% of students who attend high school in that county school system remained in the state of North Carolina for college. This data implies that rural high school students remain in state for college at a higher rate than students from urban and suburban areas and do not seek admission to highly prestigious colleges around the United States to which they may be attractive candidates for admission. </p><p> Seven to nine students and the faculty member or members who works most closely with students during their college search were interviewed from one rural high school each in North Carolina, South Carolina, and Virginia to determine their perceptions of the influences on their college choice processes. Focus group sessions were held with the student participants at each of the high schools to insure the accuracy and understanding of data and to expand on themes identified during the coding of data. </p><p> This study found that rural students face a variety of barriers in their college search processes. These barriers, both real and perceived, worked to lead rural students to choose in state colleges that were in proximity to their homes. Rural students and the high school faculty who work with them often work with incomplete or inaccurate information of the opportunities available to students outside of their own states of residence.</p><p>
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Bubnys, Remigijus. "REFLECTIVE LEARNING AS AN EDUCATIONAL PHENOMENON IN TRAINING OF SPECIAL EDUCATION TEACHERS AT HIGHER EDUCATION SCHOOL." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_134512-98937.

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The dissertation substantiates reflective learning as the conception and continuous education process. The application of the conception of mixed methods created possibilities to diagnose, to reflect and to point out models of reflection applied by future special education teachers during theoretical and practical studies as well as the factors influencing students’ self-reflection and their reflection on their activity and studies. The qualitative research was carried out by analysing unstructured written reflections presented by students, by applying the method of phenomenological hermeneutics to process the data. It was identified what internal and external as well as of what level factors make the strongest and the weakest impact upon the efficiency of reflective learning of students – special education teachers. The quantitative research disclosed general tendencies of students’ reflective learning at theoretical and practical studies by supplementing it with the results of the quantitative research. The significance of theoretical preparation was substantiated by the decrease of the fragmentation and inconsistence of applied methods of reflective learning. The latent structure of reflective learning was revealed, the model of reflective learning at university studies, based on theoretical and empirical data, was designed. The dimensions of the model should be treated in trends when improving the training and development process of special education teachers, modelling... [to full text]<br>Disertacijoje pagrindžiamas reflektyvus mokymasis kaip koncepcija ir tęstinis edukacinis procesas, transformatyvus ir įgalinantis studentus integruoti teoriją ir praktiką universitetinėse studijose. Mišrių metodų koncepcijos taikymas sudarė galimybes diagnozuoti, reflektuoti ir išryškinti būsimų specialiųjų pedagogų naudojamus reflektavimo modelius teorinių ir praktinių studijų metu bei veiksnius, darančius poveikį studentų savirefleksijai ir refleksijai apie veiklą bei studijas. Atliktas kokybinės edukacinės diagnostikos tyrimas, analizuojant studentų pateiktas nestruktūruotas refleksijas raštu, taikant fenomenologinės hermeneutikos duomenų apdorojimo metodą. Nustatyta, kokie išoriniai ir vidiniai bei kokio lygmens veiksniai daro stipriausią ir menkiausią įtaką studentų specialiųjų pedagogų reflektyvaus mokymosi veiksmingumui. Kiekybiniu tyrimu (apklausa raštu, naudojant uždaro tipo klausimyną), išryškintos bendrosios studentų reflektyvaus mokymosi tendencijos teorinėse ir praktinėse studijose, papildant kokybinio tyrimo rezultatus. Pagrįstas teorinio pasirengimo prasmingumas, mažinant taikomų reflektyvaus mokymosi metodų fragmentaciją ir nenuoseklumą. Atskleista reflektyvaus mokymosi latentinė struktūra, parengtas teoriniais ir empiriniais duomenimis grįstas universitetinių studijų reflektyvaus mokymosi modelis. Modelio dimensijos, traktuotinos kryptimis tobulinant specialiųjų pedagogų rengimo ir ugdymo procesą, modeliuojant profesinio ugdymo curriculum aukštojoje mokykloje... [toliau žr. visą tekstą]
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Gardner, James A. Gardner. "Predictors of School Connectedness in Community Colleges." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1471524900.

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Krantz, Michelle. "Diversity-Awareness Training Experiences of School of Education Employees." NSUWorks, 2012. http://nsuworks.nova.edu/fse_etd/51.

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This qualitative case study was designed to investigate employee involvement in a voluntary diversity-training program. There is limited research on what motivated employees to be involved in the diversity workshops. The data collected from the study may give workshop facilitators information on ways to enhance the modules of future workshops in order to reach out to those who have not attended and to sustain the participation of those who do. The researcher interviewed workshop participants to examine their experiences with the voluntary, diversity-training workshops provided by the School of Education. The interview examined the reasons why employees were motivated to become involved in the workshops, employee expectations of the workshops, and participants’ overall experiences with the workshops. The researcher also observed and noted the participants’ body language and facial expressions during the interview to determine their ease with the questioning strategies and to interpret whether to probe them for additional responses. The agenda and flyer was shown to the participants to see how those documents influenced their decision to participate in the workshops. Additionally, to provide a description of the sample, the participants completed a demographic questionnaire. The study took place at a university in the southeastern region of the United States. Data collection included interviews and documents. Interpretation analysis was used to identify themes. An analysis of the data revealed the importance that curiosity, a sense of belonging, peer interaction and a desire to learn has on an individual’s motivation to become involved in a voluntary, diversity-awareness workshop.
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Burchett, Bonnie L. "The Role of Values in Higher Education: A Case Study of Two Higher Education Institutions." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2888.

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The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.
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Welch, Catherine E. "Factors Affecting Postsecondary Enrollment among Vermont High School Graduates| A Logistic Regression Analysis." Thesis, New England College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859163.

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<p> The State of Vermont has long had one of the highest high school graduation rates in New England, hovering around 87.8% with a lagging college enrollment rate of 52.3% at any 2- or 4-year postsecondary institution in the country (New England Secondary School Consortium, 2015). This research explored the factors that have the greatest effect on the college enrollment patterns of Vermont high school graduates. Specifically, this study explored the relationship between the following factors and 2- and 4-year college enrollment: (a) academic preparation, (b) access to college information, (c) early career exploration and education planning, (d) gender, (e) grade point average, (f) parent educational attainment, (g) parental expectations, (h) student location, and (i) student perception of affordability. </p><p> This descriptive, correlational quantitative study used binomial logistic regression to determine which of the factors listed in the preceding section had the greatest impact on the college enrollment patterns of Vermont high school graduates. The dataset for this research was the Class of 2014 Senior Survey from the Vermont Student Assistance Corporation, administered to all students graduating from Vermont high schools in 2014. This research looks to inform work currently being done at the state level to raise the number of adults living in Vermont with a postsecondary credential to 70% by the year 2025</p><p>
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Seay, Sandra E. "The Relationship of Presidential Leadership Style and the Financial Health of Private, Nonproprietary Institutions of Higher Learning." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2790.

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The primary purpose of this study was to determine if a relationship existed between the financial health of academic institutions and the leadership style of college and university presidents. Financial health was defined as the ability of an institution to pay its current debts. Secondly, the study tested a number of hypotheses derived from the contingency model of leadership effectiveness. Lastly, the study attempted to determine if there was an association between two lists of institutions considered to be led by effective presidents. The study involved a stratified random sample of 263 private institutions accredited by the Southern Association of Colleges and Schools (SACS). Data analysis for seven of the eight null hypotheses posed was based upon the scored responses from 77 presidents and financial data from 53 of their associated institutions. Financial data from 199 institutions was used to test the remaining hypothesis. The data were analyzed by means of the Jaspen's M correlational technique, one-way analysis of variance, directional t tests for independent data, and a point-biserial correlation. From the data analysis, it was determined that a significant association did not exist between financial health and leadership style and financial health and institutional degree granting status. The scored data failed to support, as well, the major tenets of the contingency model. In addition, a significant association was not established between institutions led by presidents with reputations for effective leadership and institutions led by presidents who were considered effective by the terms of this study. The data analysis did establish that the majority of the responding presidents were task-oriented leaders operating in high control situations and that institutions which offered the bachelor's degree as their highest degree awarded were those most frequently found in the good financial health category while those which offered the master's degree as their highest degree awarded were those most frequently found in the poor financial health category.
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Books on the topic "School of higher education"

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State Higher Education Executive Officers (U.S.) Task Force on Achieving National Goals. Higher education and school reform: Creating the partnership. State Higher Education Executive Officers, 1991.

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Cohen, Michael P. National estimates of higher education: School year 1988-89. National Center for Education Statistics, 1988.

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Squires, Geoffrey. The curriculum beyond school. Hodder and Stoughton, 1987.

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Squires, Geoffrey. The curriculum beyond school. Hodder and Stoughton, 1987.

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McFadzean, Evelyn. Strathclyde Graduate Business School: FM in higher education. University of Strathclyde, Centre for Facilities Management, 1993.

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

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Kraisṭ Kālej (Bangalore, India). Centre for Publications, ed. Organizational commitment of teachers of higher education. Centre for Publications, Christ College, 2004.

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Changing patterns of finance in higher education. Society for Research into Higher Education, 1992.

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Fine, Kerry Kinney. Participation of new high school graduates in higher education. Research Dept., Minnesota House of Representatives, 1998.

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Makarkin, N. P. Integrat͡s︡ii͡a︡ regionalʹnykh sistem obrazovanii͡a︡: Iz opyta raboty Regionalʹnogo uchebnogo okruga Mordovskogo universiteta. Izd-vo Mordovskogo universiteta, 1996.

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Book chapters on the topic "School of higher education"

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Gasman, Marybeth. "Diversity in Higher Education." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_138.

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Andreanoff, Jill. "School Mentoring Programmes." In Coaching and Mentoring in Higher Education. Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-45150-7_13.

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Biesta, Gert J. J. "European Citizenship and Higher Education." In Learning Democracy in School and Society. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-512-3_3.

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Biesta, Gert J. J. "Knowledge, Democracy and Higher Education." In Learning Democracy in School and Society. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-512-3_4.

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Costin, Claudia, João Lins, José Henrique Paim, et al. "Fundação Getulio Vargas’ Efforts to Improve Basic Education Before, During, and After the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_2.

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AbstractThis chapter details FGV’s contributions to basic education during the pandemic. FGV created in 2003 an accessible tool that addresses the managerial gaps that schools and education departments face to evaluate and assess its students, called FGV High School. Since March 2020, when school closures took place, the rapid demand for digital education tools placed FGV High School in an advantageous position to establish partnerships with education departments across Brazil, benefiting millions of high school students. In the state of São Paulo alone, the FGV High School platform gives access to approximately 3.5 million students. In 2008, FGV became a member of Open Education Global (OEG), a consortium of educational institutions from different countries that provide online content and teaching materials free of charge. Since the beginning of the Covid-19 pandemic, the demand for FGV’s online courses has substantially increased. In March 2020 alone, the program’s website registered more than 1.6 million hits, and the number has since then consistently increased. Additionally, FGV has recently created two policy centers that focus on basic education: The Center for Excellence and Innovation in Education Policy (CEIPE), created in 2016, and the Center for the Development of Public Management and Educational Policy (DGPE), in 2018. Since the beginning of the pandemic, both centers have organized a series of webinars and publications to support policymakers in the education sector to make better decisions regarding reopening of schools, online and digital education options, curriculum, etc. The high number of views and engagement that the FGV webinars attract reflects the desire for reliable information that education professionals have been seeking, despite the overwhelming number of online events that have surfaced with the pandemic.
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Costin, Claudia, João Lins, José Henrique Paim, et al. "Fundação Getulio Vargas’ Efforts to Improve Basic Education Before, During, and After the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_2.

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AbstractThis chapter details FGV’s contributions to basic education during the pandemic. FGV created in 2003 an accessible tool that addresses the managerial gaps that schools and education departments face to evaluate and assess its students, called FGV High School. Since March 2020, when school closures took place, the rapid demand for digital education tools placed FGV High School in an advantageous position to establish partnerships with education departments across Brazil, benefiting millions of high school students. In the state of São Paulo alone, the FGV High School platform gives access to approximately 3.5 million students. In 2008, FGV became a member of Open Education Global (OEG), a consortium of educational institutions from different countries that provide online content and teaching materials free of charge. Since the beginning of the Covid-19 pandemic, the demand for FGV’s online courses has substantially increased. In March 2020 alone, the program’s website registered more than 1.6 million hits, and the number has since then consistently increased. Additionally, FGV has recently created two policy centers that focus on basic education: The Center for Excellence and Innovation in Education Policy (CEIPE), created in 2016, and the Center for the Development of Public Management and Educational Policy (DGPE), in 2018. Since the beginning of the pandemic, both centers have organized a series of webinars and publications to support policymakers in the education sector to make better decisions regarding reopening of schools, online and digital education options, curriculum, etc. The high number of views and engagement that the FGV webinars attract reflects the desire for reliable information that education professionals have been seeking, despite the overwhelming number of online events that have surfaced with the pandemic.
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Laming, Madeleine Mattarozzi, Aileen Morris, and Pamela Martin-Lynch. "Attitudes to School." In Mature-Age Male Students in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24478-1_5.

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Douglas, Graeme, Rachel Hewett, and Mike McLinden. "Transition from school to higher education." In The Routledge Handbook of Visual Impairment. Routledge, 2019. http://dx.doi.org/10.4324/9781315111353-10.

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Treviño, Ernesto, Magdalena Claro, and Lorena Medina. "Pontificia Universidad Católica Support for the School System During the Covid-19 Pandemic in Chile." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_3.

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AbstractThis chapter presents the case of the Pontificia Universidad Católica de Chile in supporting the school system during the Covid-19 pandemic. It shows how supporting individual faculty initiatives as well as interinstitutional collaborations and participating in and supporting specific policies shaped a complex array of support for a highly atomized school system because of its market-driven arrangements. The case study also shows that, beyond individual initiatives, collaboration among Chilean universities was key for rapidly responding to the emerging needs of schools.
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Treviño, Ernesto, Magdalena Claro, and Lorena Medina. "Pontificia Universidad Católica Support for the School System During the Covid-19 Pandemic in Chile." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_3.

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AbstractThis chapter presents the case of the Pontificia Universidad Católica de Chile in supporting the school system during the Covid-19 pandemic. It shows how supporting individual faculty initiatives as well as interinstitutional collaborations and participating in and supporting specific policies shaped a complex array of support for a highly atomized school system because of its market-driven arrangements. The case study also shows that, beyond individual initiatives, collaboration among Chilean universities was key for rapidly responding to the emerging needs of schools.
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Conference papers on the topic "School of higher education"

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Adonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.

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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Vazquez Batisti, Anita, and Michael E. Pizzingrillo. "Beyond Degree Programs: How a Major University Immersed Itself in the Educational Landscape of New York City." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11142.

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In 2006 the Center for Educational Partnerships was established as the “outreach arm” of Fordham University’s Graduate School of Education. In so doing, Fordham reimagined the role of higher education to go beyond degree granting programs, faculty expertise and research opportunities. In this paper, we describe how what began in 2006 as a vision to strengthen the presence of the Graduate School of Education in New York City public schools has grown into a thriving Center that touches the lives of more than 500,000 students in grades Pre‑K to 12, thousands of teachers, and hundreds of administrators and parents throughout New York City. We outline how each phase of Fordham’s involvement and work developed during New York City’s major educational reform agenda, resulting from the New York State Legislature’s granting the City’s Major control of New York City’s 1,500 public schools in 2002.
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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on becoming holistic personality, ensure his organic and unique (personal and cultural paradigms). It has been substantiated that at the theoretical level there is a sharp narrowing of the semantic field of scientific and pedagogical reflection: attention is paid to the production of the amount of knowledge, given social behavior, technologies of activity of the future specialist. Therefore, education in its humanitarian sense suffers first of all and the quality of education is often reduced to the level of acquisition of special knowledge and mastery of professional skills. It has been shown that higher education institutions are more and more inclined to a pragmatic education, training professionals, and functionaries. In this case, information overload blocks the affective-emotional sphere of the individual, prevents adequate, holistic perception of reality, actualization of creative potential. It is determined that the reform of modern education should be based on the idea of the integrity, which actualizes the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.
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Lisimberti, Cristina, and Katia Montalbetti. "Alternanza scuola-lavoro (work-based learning) as a resource for higher education." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9352.

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In Italy, Law no. 107/2015 made obligatory for all second grade secondary school students to spend a certain number of hours on alternanza scuola-lavoro activities (work-based learning). For Italian schools this opened up new horizons as well as new challenges on multiple levels: organisational, didactic and educational. Anyway Legal provisions and scientific evidence are in fact not sufficient to guarantee quality because school and work contexts are systems guided by different motivations, models and mechanisms. “Tailoring” and “co-designing” are the main characteristics of alternanza programmes offered by Università Cattolica del Sacro Cuore; to investigate the quality of these experiences a survey has been launched. Whilst the study confirms the satisfaction of the participating schools, from the perspective of ongoing improvement, a number of areas for development emerged in relation to evaluation issue in particular. Beyond the experience itself, universities should consider alternanza a major topic for consideration, since it enhances their fundamental activities: research, education and the third mission; accommodating students on alternanza programmes is therefore a means of responding to local needs but also an opportunity to consolidate university development strategies.
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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
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Viscione, Ilaria, Pietro Luigi Invernizzi, and Gaetano Raiola. "Physical education in secondary higher school." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.31.

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Tuzon, Paula, Javier Montero-Pau, and Sandra P. Tierno. "Are pre-service Primary School teachers prepared to teach science by inquiry?" In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5586.

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Inquiry-based science education (IBSE) focuses on the development of science process skills. This teaching methodology has been shown to be especially effective during Primary School as it allows children to explore and confront their own ideas about Nature. Also, a methodology based on process skills is coherent with the main purpose of this educational stage where children need to learn to do things. In order to implement a methodology based on science process skills Primary teachers need to know to use science process skills, and how to teach them. In this paper we address if Spanish pre-service teachers are able to implement IBSE. We focus on pre-service Primary School teachers and compare our results with in-service teachers and a random sample of non-teachers. We explore their level of knowledge about science process skills and if pre-service teachers know how to develop an inquiry-based learning sequence. An overview of the situation of science education and teaching of scientific skills among the degrees on Primary Education in Spain is also presented. Our results show that pre-service teachers have a lack of knowledge on science process skills and fail when they attempting to build a learning sequence based on inquiry.
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Znikina, L. S., and V. A. Borovtsov. "EXTRA EDUCATIONAL WORK WITH STUDENTS AT HIGHER SCHOOL: PROBLEMS AND OPPORTUNITIES." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.20-27.

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The article justifies that alongside with the key destination of changes in the modern higher education system - refers to quality improvement in professional training, the important aspect in formation of future specialists at the university is the problem of extra educational process organization. The authors expand the concept of pedagogical potential in extra educational work at higher school by considering the future specialists formation. The extra educational work organization is presented as the important direction in the higher school activity. The extra educational process organization at the student's hostel is considered as a important condition for the formation and development of the future professional personality.
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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.
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Hudachek-Buswell, Mary, Cedric Stallworth, LeAnne Cheatham, Faith North, and Ruchi Banerjee. "Higher Education and Elementary School Computing Partnership." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3328778.3366991.

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Reports on the topic "School of higher education"

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

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

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

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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.

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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Jacob, Brian. Where the boys aren't: Non-cognitive skills, returns to school and the gender gap in higher education. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w8964.

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Bender, Louis W., and Beatrice J. Farr. Job Skills Education Program: Plan for High School Diploma. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada162670.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective, and scalable information intervention can improve education outcomes in lower-income settings.
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Saad, Marissa E., Caitlin Nolby, Peter Henson, Fnu Anamika, and Denise Buckner. Eclipse Ballooning STEM Outreach for Elementary, Middle, and High School Education. Iowa State University. Library. Digital Press, 2017. http://dx.doi.org/10.31274/ahac.9760.

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