Relevant bibliographies by topics / Secondary education in Georgia

Contents

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

Academic literature on the topic 'Secondary education in Georgia'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Secondary education in Georgia"

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Bokova, Tatyana, and Oksana Markova. "Textbooks' Role in Secondary Education in Georgia, the Postmodern Era." ARPHA Proceedings 4 (May 31, 2021): 141–53. https://doi.org/10.3897/ap.e4.e0141.

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The paper presents a study of the role textbooks play in secondary education in Georgia in the postmodern era. A textbook theory which was formed by the middle of the 20th century, its main provisions, served the basis for the study of various representations of school textbooks' functions: informational, transformational, systematizing, motivational, the function of students' orientation towards cognitive activity, the function of developing students' cognitive abilities based on their mastering the skills of cognitive activity and gradually increasing the level of their cognitive independence, integrating, coordinating, developing and educational. An attempt has been made to study the influence of postmodernistic ideas on the development of school education in Georgia, its educational and methodological support, the central component of which is a textbook. The authors reveal a shift in the goal of education under the influence of postmodern thinking from teaching academic knowledge and skills to providing a learning environment where students create their own knowledge. They analyzed tutorial layouts for the 9th grades students of Georgian schools, posted on the official portal of the Center of Textbook Marking and justified the conclusion that the invariant function of the textbook, which includes a book for the student, a book for the teacher, a workbook and a disk with audio recordings, is the function of developing students' independent work in the informational space, search, and encouraging students to independently construct knowledge.
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Tobias, Jacqueline. "Secondary Literacy Education: Refocusing National and State Interest." Georgia Journal of Literacy 30, no. 2 (2007): 26–31. http://dx.doi.org/10.56887/galiteracy.92.

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For more than a decade, investigations and debates from national reading panels, school reform policies, and the No Child Left Behind Act have amplified the need for basic literacy skills and focused national attention on early literacy. In 2005, recognizing the need to support underachieving high school students, the Striving Readers Initiative was proposed and funded at $24.8 million in the first year and $29.7 in 2006. For fiscal year 2007, $100 million has been requested, a $70.3 million dollar increase (Alliance for Excellent Education, 2007). National attention, however, remains focused on early literacy even as the need to attend to adolescent literacy grows. The need to focus on secondary literacy and secondary literacy teacher preparation was underscored and elaborated upon during the 2006 Literacy Summit, where members were charged with preparing a summary of the status of literacy in the state of Georgia and framing recommendations. Members of the Secondary Education Literacy Team, scholars from various universities in Georgia and professionals from the Georgia Department of Education (GaDOE), not only acknowledged the absence of a concerted focus on adolescent literacy, but also recognized that current literacy practices for 9th-12th grade education are not sufficiently reflective of the opportunities and skills that culturally and linguistically diverse students need to succeed.
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Bujiashvili, Nino. "Multiculturalism and Aspects of Intercultural education in Georgia." Caucasus Journal of Social Sciences 11, no. 1 (2023): 114–25. http://dx.doi.org/10.62343/cjss.2018.177.

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This article will argue that an important prerequisite for the successfuldevelopment of Georgia is the harmonious coexistence ofdifferent cultural representatives, this will be possible if the interculturaleducation will be fostered. Educational systems and institutionsare socially responsible for the creation of such teachingprocess which will prepare persons to be tolerant towards peopleof different nationalities and to increase their value of differences.An intercultural education is the obligatory precondition toachieve these goals.This paper analyzes the legislative and on-the-ground situation ofintercultural education in Georgia. The main research questionsare what progress has Georgia made in this direction and what arethe main challenges?The research is partially based on secondary source analysis: articlesof various researchers, reports of different non-governmentalorganizations which work to enhance multiculturalism and interculturaleducation on Georgia, and the analysis of various books.
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Gigineishvilim, Elene, and Elza Nikoleishvili. "Oral Health Care of People with Disabilities - A Challenge in Dental Education in Georgia." European Scientific Journal, ESJ 18, no. 30 (2022): 35. http://dx.doi.org/10.19044/esj.2022.v18n30p35.

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Introduction: The dental caries and periodontal disease are the most prevalent diseases in people with disabilities. In 2014 The Association for Dental Education in Europe set up a special interest group to develop the field “Special Care dentistry”, which provides oral care services for people who are unable to accept routine dental care. Aim: This article aims to substantiate the role of implementation “Special Care Dentistry” in the dental curriculum and describes the importance of continuing medical education for the dentists, to provide equal and adequate dental services to the people with disabilities in Georgia. Methods: The first part of research was based on the analysis of the secondary data for identification the structure of the dental education programs of Georgian higher education institutions; A quantitative and qualitative data was analyzed among 160 people with disability through a specially designed questionnaire, deep interviews were conducted with participants, dentists, and managers of dental clinics. Results: 25% of Dental Clinic Managers reported, that their clinics are adapted for people with disabilities. Dental caries 18%, missed tooth due to caries 24% and gingival bleeding was detected in 47.8% of study participants, among them 10.6% outlined the lack of doctor qualifications and experience. Discussion: Provision comprehensive dental services to people with disabilities remain a significant challenge for dental clinics. A small number of dentists in Georgia have completed a continuing medical education course in special care dentistry. Conclusions: The oral health of people with disabilities in Georgia is unsatisfactory. More affords should be performed to implement “Special Care Dentistry” in dental education in Georgia.
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Chanturia, Rusudan. "Inclusion of Students with Disabilities: Comparative Perspectives of Special and Regular Teachers in Georgia." International Journal of Special Education (IJSE) 38, no. 2 (2023): 124–37. http://dx.doi.org/10.52291/ijse.2023.38.28.

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Within a global debate around inclusion, there is a shared understanding that teachers’ attitudes are decisive in making inclusive education a reality. Research examining teachers’ attitudes in Georgia towards inclusion is scarce. This paper utilizes an explanatory sequential mixed methods design to examine teachers' attitudes toward inclusion, uncovering their predictors and highlighting the persistent influence of the Soviet legacy of 'defectology' on disability perceptions. Drawing on data obtained from 811 regular and special education teachers of 308 public schools, the study contributes to the global knowledge of the role of teachers' attitudes in promoting inclusion. The study reveals that teachers of Georgia are mostly ‘ableist’ and have deficit views of disability. The paper argues that only long-term training in inclusive practices predicts positive attitudes for both groups of teachers. Special education teachers demonstrate higher willingness for inclusion. Regular teachers spotlight normalcy, reveal low expectations for academic achievement, and focus on behaviour management rather than broader teaching practices. Both groups associate inclusion benefits primarily with social and emotional development. Resistance to inclusion is more prevailing among secondary grades, STEM, Georgian, and English teachers. The findings have policy implications for enhancing education quality for children with disabilities and teachers’ professional development system in Georgia.
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Kapanadze, Marika, Nino Javakhishvili, and Lia Dzagania. "Investigating the relationship between students' interest in physics and environmental attitudes in Georgia." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 8 (2023): em2308. http://dx.doi.org/10.29333/ejmste/13429.

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This paper presents some aspects of the relevance of physics education from a Georgian perspective. Students’ interest in physics is currently an important issue for effective learning and teaching in many countries. We report about the results of an extensive physics students’ survey at the end of compulsory education and the beginning of upper secondary school in Georgia. Students’ interest in physics was investigated in different contexts regarding ‘out of school’ experiences, attitudes toward environmental issues, and science and technology. Girls conveyed a higher interest in physics than boys. Some correlations are found between students’ interest in physics and respect for environmental issues, nature, and science discoveries. The study suggests some recommendations for the development of physics curricula, textbooks and teacher education programs in the country.
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Boling, J. Ruben, Donna Taylor Mayo, and Marilyn M. Helms. "Complementarity merger as a driver of change and growth in higher education." Journal of Organizational Change Management 30, no. 1 (2017): 27–42. http://dx.doi.org/10.1108/jocm-02-2016-0036.

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Purpose Mergers in higher education seem to be more common as academic institutions work to control costs and avoid program duplications in challenging economic times and adopt the more common cost saving measures often espoused from business mergers. The purpose of this paper is to highlight successes from a complementarity-based merger of two institutions in the University System of Georgia (USG) and present results over time. Design/methodology/approach A case study methodology was employed to explain why a particular merger resulted in greater growth compared to other system-wide academic mergers. This research focuses on a single merger of two institutions in Georgia, one of seven such mergers in the USG institutions to date, involving Gainesville State College and North Georgia College and State University to become the University of North Georgia. Observations are made and complimented by secondary data to rank growth among the seven USG consolidations. Findings The case findings highlight the success from the complementarity of these institutions. While the two were unique institutions, the success of the merger was linked to the underlying complementarity issues. Originality/value Using the strategic issues inherent in mergers from the business literature, the merger of the two institutions is profiled and discussion and recommendations are provided along with areas for future research.
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Abuselidze, George, and Gia Zoidze. "The use of transferable skills in education and its impact on the economy." CTE Workshop Proceedings 10 (March 21, 2023): 124–38. http://dx.doi.org/10.55056/cte.550.

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The purpose of the study is to determine and analyze the root cause of the problem, which prevents students from developing and implementing transfer skills. In the research, using secondary data, public documents and content analysis methods, current changes in the education system are studied and analyzed. In addition, in order to discuss the current situation in the Georgian educational market and to study the factors of the internationalization process in Georgia, a PESTEL analysis was conducted, within the framework of which the political, economic, social, technological, ecological and legitimate factors determining the attractiveness of Georgia for foreign students were identified. The topic is relevant because the rhythm of modern life depends on transfer skills. And the current events encourage and make inevitable the emergence of young people who can use their knowledge independently in the economy and culture. By teaching effective transferable skills, it is possible not only to correct an un-sustainable situation, but also to achieve strong and stable demand, productivity and economic growth. At the end of the paper, the main conclusions and recommendations for higher educational institutions and students are presented. Taking into account the received research results will make a positive contribution to the development of an effective state policy of university education. In the post-pandemic period, this is directly related to the acceleration of innovative processes in the country and the rational accumulation of economic wealth.
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Graham, Peg, Sally Hudson–Ross, Wynne McWhorter, et al. "Building Nets: A Collaborative Inquiry Community." English Education 29, no. 2 (1997): 90–129. http://dx.doi.org/10.58680/ee19973706.

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Recounts how a university/high school program was set up between a college of education and public school professionals--redesigning the teacher education program in secondary English at the University of Georgia was the end result. Cites the problems faced and gives a theoretical framework. Discusses early stages and relationships, as well as teacher research in teacher education. Full article available in print version only.
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Zedginidze-Jishkariani, Natia, and Shalva Gachechiladze. "EDUCATION POLICY AND KNOWLEDGE BASED ECONOMY: CASE OF." STUDIJOS – VERSLAS – VISUOMENĖ: DABARTIS IR ATEITIES ĮŽVALGOS 1, no. IX (2024): 207–16. https://doi.org/10.52320/svv.v1iix.353.

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Georgia is gradually shifting to a Knowledge Based Economy (KBE). The following study examines the relationship between the government’s expenditure on education and enrollment rates in Georgia, which focuses on the ongoing education reforms in the country. The research aims to assess the extent view to which increased public investment in education has influenced enrollment rates across the three levels of education (primary, secondary, and tertiary levels). Due to a lack of historical and inaccurate statistics from 1990 to 2006, a longitudinal analysis is conducted data from 2006 to the present day, with particular attention to two distinct periods: 2006–2016 and 2016–present, it is also important to note that Georgia has joined Bologna Process in 2005 and establish EHEA (European Higher Education Area). Methodologically, regression analysis is used to quantify the impact of educational spending on enrollment rates, while controlling for other socio-economic variables. The findings reveal a positive, albeit delayed; correlation between education expenditure and enrollment rates increased, with the most significant improvements observed in the post-2016 period, coinciding with intensified reform efforts and the government’s prioritization of education. However, the study acknowledges that it may not fully capture the true dependency of enrollment rates on spending, as other influential factors, such as demographic shifts and economic conditions, are not included. Despite these limitations, the analysis provides a partial yet substantive explanation of the core relationship between government spending and enrollment rates.
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Dissertations / Theses on the topic "Secondary education in Georgia"

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Morris, Hope Jackson. "An analysis of retention factors that influence Georgia's secondary career and technical education teachers to remain in the teaching profession." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/summer2006/marsha_h_morris/Morris_Hope_J_200608_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 123-131) and appendices.
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Hardaway, Tawanda. "Stakeholders' Perceptions of Charter Schools in a Large School District in Georgia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5085.

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Recent charter school enrollment trends suggest that many parents are choosing to enroll students in charter schools instead of traditional public schools, even though data indicate public school achievement is equal to or above charter schools. Guided by Rogers and Maslow's humanistic theory, the purpose of the study was to examine reasons why parents exercised their right to educational choice and chose charter schools instead of traditional public schools for their children. The study focused on two charter schools, the Learning Academy and the School of Excellence (both pseudonyms), which are located in a large urban and suburban school district in Georgia. In this qualitative case study, data collection occurred through focus groups and individual interviews. The information was then coded, and themes were identified. This resulted in rich descriptions of the beliefs and perceptions of 13 classroom teachers, 2 administrators, and 21 parents from the 2 schools studied. Parents interviewed considered student achievement, school climate, and parent involvement opportunities when choosing the charter school. The analyzed data led me to develop a policy recommendation highlighting professional development for teachers and administrators as well as suggestions for increased parental involvement in public schools. This study has the potential to bring about positive social change by providing insights regarding why charter schools are becoming a better choice for parents through the perceptions of parents, teachers, and administrators. School leaders have the option to implement policy recommendations in a way that promotes student learning, positive school climate, and parental engagement, benefiting students within the district.
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Jackson, Ronnie. "A Study of the Relationship between Key Influencers as Motivators to Attendance, Behavior, Engagement, and Academic Achievement among Middle School Students in Metropolitan Atlanta Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/4.

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This study examines middle school students’ perceptions of the relationship between key influencers on student attendance, student behavior, student engagement, and academic achievement. Three hundred (300) survey participants were used in this mixed methods design, which consisted of an analysis of the independent variables affecting overall student motivation operationalized as Student Attendance, Student Behavior, Student Engagement, and Academic Achievement of eighth grade students. The survey participants were composed of two urban middle schools in a large public school system and a private middle school in the same county. African-American male students were isolated to analyze correlation relationships among variables. Findings of the study indicated that among other outcomes, African-American male students have definite perspectives about teacher quality and the impact of parental involvement.
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Medlock, Robyn E. "The Effectiveness of Afterschool Programs in Improving Fifth Grade Academic Performance: A Case Study of Two Select Metro Atlanta Afterschool Programs." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/9.

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The purpose of this qualitative case study was to research strategies of successful afterschool programs and their effectiveness in promoting student achievement and closing achievement gaps. Many afterschool programs have boasted of their ability to improve student achievement. Some students who participated in afterschool programs have shown an increase of improved academic performance. However, studies have indicated that students are still performing below grade level on national and state curriculum standards. Data have shown that fifth graders across the state ofGeorgiaare struggling in math, social studies, and science. Effective academic afterschool programs may have assisted struggling students in raising their Criterion Reference Competency Tests (CRCT) scores. Afterschool programs have the ability to help students socially, emotionally, culturally, behaviorally and academically. The variables addressed in the study are (a) program effectiveness, (b) student motivation, (c) parental involvement, (d) successful program structure, (e) student attendance, (f) student involvement/ socialization, (g) climate of the program, and (h) student expectations. Data were gathered using observations, face-to-face teacher interviews, document analysis, teacher questionnaires, and student questionnaires. The sample was 24 (18 students from school A and 6 students from school B) fifth grade students in two select afterschool programs whose CRCT data were compared to students in the same school but do they did not attend the afterschool program. The comparison group was 18 fifth grade students from school A and 15 fifth grade students from school B. The CRCT test data revealed how well students may perform on standardized tests even if they do not attend the afterschool program. Although CRCT test data were used to help determine the effectiveness of the afterschool program in improving academic achievement in fifth grade students, there may be other factors that contributed to student success. The fifth grade students were selected because they are mandated to takeGeorgia’s standardized CRCT. In mostGeorgiacounties, if students do not pass all parts of the CRCT, they will not be able to move on to the next grade level. The results revealed that students in the study enjoyed attending the afterschool programs. After review of the CRCT data, it was determined that most of the study participants and the non-study participants mostly met or exceeded in reading and math. School A had an adequate study group of 15 students. School B only had four students’ CRCT test scores. Two students in school B scored below grade level in math. The study also revealed that there may be other factors as to why students perform well on the CRCT.
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White, Carol. "Sixth form general studies : some aspects of curriculum development in English schools foundation schools with particular reference to King George Vth School /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12318097.

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Adams, Taiesha Marie. "Evaluation of the State of Georgia's School Instructional Extension Program (SIEP) at One Middle School." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/99.

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This study examined the implementation of the State of Georgia's School Instructional Extension Program (SIEP) at one middle school in a rural school district. SIEP was adopted in this district in an effort to improve outcomes for students who demonstrate deficiencies in core-academic subjects. For the past 2 years, SIEP has been used at this study site to address low academic performance in the area of mathematics. However, to date, school leaders have not developed a system to evaluate the efficacy of the program. The purpose of this project study was to conduct a comprehensive program evaluation that addressed the program's strengths and weaknesses in terms of student achievement. Bandura's self-efficacy theory was used as a theoretical framework. The formative component of the evaluation used a concurrent, mixed-methods design to analyze data from program stakeholders through student surveys (n = 36), teacher surveys (n = 8), and a teacher focus group (n = 5). The summative component used 2 years' scores for the mathematics Georgia Criterion-Referenced Competency Test (GCRCT) to conduct 2-way ANOVAs that compared the SIEP students' mean gains scores to the mean gains score of low-performing students who qualified for SIEP but did not participate in the program. Summative findings indicated that the program did not significantly impact students' mathematics GCRCT gains scores. Moreover, formative data revealed suggestions for the program's insignificant impact including lack of teacher preparation time and program schedule time. Implications for positive social change that should follow program reform include: (a) improving student achievement in mathematics, (b) making evidence-based decisions regarding best practices for teachers, and (c) using data to implement effective academic programs.
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Soltz, Wendy Fergusson. "Unheard Voices and Unseen Fights: Jews, Segregation, and Higher Education in the South, 1910–1964." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469136499.

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Cowart, Michael G. "Demographic Associations of Tobacco Use Among Georgia Secondary Students." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/iph_theses/196.

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As in years past, use of tobacco remains the leading cause of preventable death in this country. Smoking has been associated with elevated risks of 15 other forms of and has also been identified as a major cause of such chronic conditions as cardiovascular disease, cerebrovascular disease, bronchitis and emphysema. In 2008, an estimated 8.6 million Americans suffered from smoking-related chronic conditions (American Cancer Society, 2010). As 80% of tobacco use begins in adolescence (Villanti, Boulay & Juon, 2010), this age group has long been the focus of intervention efforts. Furthermore, animal studies suggest that the adolescent brain is at increased risk for developing an addiction to nicotine compared to an adult brain (Morrell, Song & Halpern-Felsher, 2011). Additional studies have demonstrated that the younger an adolescent begins smoking, the more likely he is to become a regular smoker and less likely to quit smoking (Brown et al., 2010). The public health opportunity for primary and secondary prevention intervention is clear. To track adolescent risk-taking in the state, The Georgia Department of Education administers the Georgia Student Health Survey II [GSHS II] throughout all school districts. The purpose of this thesis study was to examine known smoking risk factors using the GSHS data in order to assess associations using an adolescent sample. Findings demonstrated that age, gender, and urbanicity were associated with smoking. Findings from this study provide insights for programming that can be tailored to meet the needs of adolescent subgroups that may be vulnerable to smoking initiation.
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Goodman, Todd William. "Part I--Night of the Living Dead, the operaPart II--How Music Sounds: A Comprehensive Guide to the Grammar of Music." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1501093066724373.

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Vega, Anissa Lokey. "Investigation of Alignment between Goals of Schooling Relevant to Georgia and the Georgia Performance Standards." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/55.

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Since the American Revolution free public education has been a discussion of political debate. The purpose that such an institution should play in society is a debate fervently argued when the founding fathers wanted to build a republic based on meritocracy. The problem this study addresses is the undefined relationship between the goals of schooling relevant to Georgia and the Georgia Performance Standards (GPS) which is a critical piece to creating a complete systemic view of public schooling in Georgia. The purpose of this study is to investigate the alignment between the GPS and schooling goals. The guiding question and sub-questions are: How well are the GPS, or the intended curriculum of Georgia schools, and each of the various stated goals of schooling aligned? How relevant are the eighth-grade GPS to the latent themes of each of the stated goals of schooling? How balanced are the latent themes of each of the stated goals of schooling in the eighth-grade GPS? Through a historical investigation of the literature and current policy the author establishes the currently relevant goals of schooling which serve as the latent goals for which the method will seek to find evidence within the Georgia Performance Standards. The study employs a quantitative content analysis of a significant section of the Georgia Performance Standards (GPS) looking for themes associated with various stated goals of schooling as indicated by the literature review. The manifest themes, developed from the latent goals of schooling, are incorporated as the dependent variables in the study, while the GPS serve as the independent variable. Neuendorf’s (2001) framework for content analysis is used to develop a new method for investigating the goal-curriculum alignment relationship through new measures of Curricular Balance, Curricular Relevance, and Manifest Theme Presence. This study presents a new visual model to compare a curriculum’s alignment to multiple goals of schooling called the Goal-Curriculum Alignment Measures (G-CAM) model. This study finds that the GPS are strongly aligned to the goals of Americanization, high student test scores, post-secondary enrollment, and national gain, while poorly aligned to democratic participation and social justice. Evidence for these conclusions are discussed and related to the current socio-political literature.
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Books on the topic "Secondary education in Georgia"

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Rowland, Arthur Ray. Is this your alma mater?: Name changes for your college, university, institute, seminary or manual school in Georgia. RR Books, 2010.

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Audits, Georgia Dept of. State of Georgia program evaluation. Dept. of Audits, 1998.

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Audits, Georgia Dept of. State of Georgia program evaluation. Dept. of Audits, 1997.

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Georgia. Dept. of Audits. State of Georgia program evaluation. Dept. of Audits, 1998.

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Georgia. Dept. of Audits. State of Georgia program evaluation. Dept. of Audits, 1998.

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Georgia. Dept. of Audits. State of Georgia program evaluation. Dept. of Audits, 1998.

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Georgia. Dept. of Audits. State of Georgia program evaluation. The Dept., 1997.

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Georgia. Dept. of Audits. State of Georgia program evaluation.: Department of Natural Resources. Dept. of Audits, 1998.

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Georgia. Dept. of Audits. State of Georgia program evaluation.: Student Finance Commission, Joint Board of Family Practice, State Medical Education Board, Board of Regents, Department of Human Resources. Dept. of Audits, 1998.

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Chemnitz, Förderverein Realgymnasium, Georgius-Agricola-Gymnasium Chemnitz, Stadtarchivs Chemnitz, and Neue Sächsische Galerie, eds. 150 Jahre Gymnasium Chemnitz: Georgius-Agricola-Gymnasium : 1857-2007. Verlag Heimatland Sachsen, 2007.

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Book chapters on the topic "Secondary education in Georgia"

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Andguladze, Natia, and Iva Mindadze. "Georgia." In The Education Systems of Europe. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-07473-3_18.

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Chikovani, Nino. "Georgia." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_18.

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Lee, Sara Hirschfeld, and Rina Lazebnik. "Secondary Education." In Encyclopedia of Immigrant Health. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_361.

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Clutterbuck, Richard. "Secondary Education." In Families, Drugs and Crime. Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26874-0_9.

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Willis, Richard. "Secondary Education." In Testing Times. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-482-6_5.

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Walkling, Phil, and Chris Brannigan. "Secondary education." In Youth Policy in the 1990s. Routledge, 2022. http://dx.doi.org/10.4324/9781003343042-3.

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Pollard, Diane S. "Secondary education." In Encyclopedia of psychology, Vol. 7. American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-089.

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Quince, Stacey. "Coral Secondary School." In Indigenous Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_5.

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Burridge, Nina, and Christine Evans. "Magenta Secondary School." In Indigenous Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_6.

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Kolhoff, Ludger, Julia Hartung-Ziehlke, and Karen Frankenstein. "Secondary Analysis." In Participation in Digital Education. Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40654-7_3.

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Conference papers on the topic "Secondary education in Georgia"

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Mamrikishvili, Tatia. "TEACHING FOR TOMORROW: EMBEDDING INTO VOCATIONAL TRAINING IN GEORGIA." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0916.

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Schaffer, William L., Ajeet Rohatgi, Azad Naeemi, and A. Bruno Frazier. "WIP: Towards a Georgia Tech Semiconductor Experience for Underclassmen." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10892859.

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Lu, Chan, Gengyang Li, and Jian Wu. "Exploring Organizational Strategies in Environmental Engineering Graduate Education: A Comparative Analysis of the Georgia Institute of Technology and the University of Georgia." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893021.

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Natsvlishvili, Ia. "CHALLENGES OF GENDER EQUALITY IN EDUCATION AND EMPLOYMENT (EVIDENCE FROM GEORGIA)." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0406.

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Núñez-Naranjo, Aracelly Fernanda, Erika Urgilez, Marco Pérez-Narváez, and Diego Escobar-Bermudes. "Learning Service: Transforming Secondary Education." In 2024 IEEE Eighth Ecuador Technical Chapters Meeting (ETCM). IEEE, 2024. http://dx.doi.org/10.1109/etcm63562.2024.10746140.

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Idadze, Sopio. "DEVELOPING WORKFORCE SKILLS: THE CASE OF CONTINUOUS VOCATIONAL EDUCATION AND TRAINING IN GEORGIA." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0901.

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Natsvlishvili, Ia. "DIRECTIONS FOR OVERCOMING GENDER INEQUALITY IN THE LABOR MARKET (EVIDANCE FROM GEORGIA)." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/vs06/34.

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The paper discusses the global trends of gender inequality in the labor market and gender discrimination in the Georgian labor market; the importance of approaches to eliminate gender inequality and promote inclusiveness. The world�s best practices for promoting gender equality in the labor market are discussed. The research aimed to reveal the directions for overcoming the main challenges that hinder gender equality in the labor market. Mixed research methods were used: combination of quantitative and qualitative data to provide an analysis. Research methodology included desk research (review and comparative analysis of existing studies, analysis of secondary data and official statistical data, discussion of empirical evidence). Qualitative methods of research such as interviews with focus groups and surveys were used to adress the research question. In Georgia and in the whole world indicators of gender inequality in employment is striking. The participation rate of women in the labor force is lower than that of men. Gender inequality reflects the broader socio-economic and cultural barriers women face in employment. Gender inequality is driven by traditional gender roles�women often take on greater responsibility for domestic work and family care than men. Employment sectors remain gender segregated, with women predominantly occupying low-paid and less secure jobs. In addition, inadequate childcare support and workplace discrimination remain significant barriers to achieving gender equality in the labor market.
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Montero-Ojeda, Eliecer, and July-Mercedes Nuñez-Herrera. "FACTORS INFLUENCING THE ACQUISITION OF COMPETENCIES IN SECONDARY AND SECONDARY SCHOOL STUDENTS IN COLOMBIA." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1350.

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Pozinarea, Remus-Mihail, and Razvan Constantin Dumitru. "The role of fitness programmes in reducing overweight in secondary school students." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.48.

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From primary school onwards, the pupil is filled with information from all directions (school, family, media, internet.), about how he should be as an individual, what should do, what should know or what is most important for him as a human being. Sometimes in school there is no emphasis on information showing children the importance of physical exercise on their development, on their biological potential or on the influence of physical effort and games on normal psychomotor and biological development. All these aspects should be of concern to us in order to develop in pupils the thinking, practicality, responsibility, sociability, communication, qualities of will, courage and perseverance, fairness and respect, bodily aesthetics and moral conduct, qualities necessary for the future adult, integrated and adapted to the requirements of modern education. Specialists in the psycho-pedagogical field have unanimously accepted that physical education, regardless of the level of education at which it is taught, plays a fundamental role in the process of formation and development of the child/adolescent's personality, and the formative biological, motor, psychological and social values of this discipline are recognized. The general aim of our research is to determine the extent to which exercise alone contributes to reducing the effects of obesity in secondary school children. The research is of an experimental type, carried out in several stages, on a sample of 24 overweight male and female students, aged between 10 and 14 years old, from "Vasile Alecsandri" National High School and "George Bacovia" Secondary School, Bacau, Romania. At the first stage of the research, during the period 01.09.2021 - 01.11.2021, the sample and the locations where the extracurricular fitness activities will take place were identified and the measurements of anthropometric indicators and psychomotor test sets necessary to investigate the level of physical fitness, respectively the value of its components in the subjects included in the research were selected. The second phase of the research were applied the testing method and the pedagogical experiment, carried out between November 2021 and May 2022, aimed to apply the training program on the sample identified in the first phase, with the realization of the initial (November 2021) and final (May 2022) tests. In our research we designed a physical training program in which means of action from various sports branches were used, adapted to the specific age of the pupils of the secondary school classes. The main results of the research at this stage refer to the evaluation of the impact of the training program applied to the experimental group, reflected in the evolution of anthropometric indicators measurements in the subjects included in the research.
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Gimmestad, Gary G., and Leanne L. West. "Lidar education at Georgia Tech." In 2007 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2007. http://dx.doi.org/10.1109/igarss.2007.4423266.

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Reports on the topic "Secondary education in Georgia"

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Brown, Jessie. Personalizing Post-Secondary Education. Ithaka S+R, 2015. http://dx.doi.org/10.18665/sr.221030.

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Alvarez, Benjamin. Secondary Education: Critical Policy Issues. Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0012258.

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The purpose of this report is to identify critical issues for consideration in the development of secondary education policies in Latin America. The document follows a simple and direct logic. First, grand forces affecting the expansion, structure and curriculum of secondary schools in Latin America are briefly described. Next, dilemmas that countries typically face are posed. Finally, critical issues, that is, central policy making problems and aspects that allow international comparisons and country-specific lessons are identified.
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Jallade, Jean-Pierre. Secondary Education in Europe: Main Trends. Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0007900.

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Lemieux, Thomas. Post-Secondary Education and Increasing Wage Inequality. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12077.

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Fitzpatrick, Rachael. Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.122.

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This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Mastercard Foundation, 2019. http://dx.doi.org/10.15868/socialsector.36807.

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Alattar, Manar. Food Waste Diversion Programming in Post-Secondary Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6140.

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Rodríguez, Alberto, and Carlos Alberto Herrán. Secondary Education in Brazil: Time to Move Forward. Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0011027.

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This study represents a collaborative effort between the two Banks, developed in close consultation with brazilian government officials and education authorities, both at the federal and state level. The report is based on new research commissioned to brazilian social scientists focusing on both supply and demand factors affecting student attainment and performance. It explores the main challenges faced by brazilian secondary education in terms of access, equity, quality and financing, and presents a menu of policy options -not prescriptions- to address them.
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