Academic literature on the topic 'Transition between high school and university'
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Journal articles on the topic "Transition between high school and university"
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Cunningham, Natashia, Kris J. Knorr, Pippa E. Lock, and Susan L. Vajoczki. "12. Breaking Down the Boundary Between High School and University Chemistry." Collected Essays on Learning and Teaching 6 (June 17, 2013): 65. http://dx.doi.org/10.22329/celt.v6i0.3784.
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This study examined some of the factors that influence students’ transition from Ontario high school chemistry to university introductory chemistry. The study was a mixed-methods, multi-phase research study carried out by an undergraduate honours thesis student who had experienced some of these transition issues. Students’ transition into chemistry was reported to be more difficult than their overall transition into university, including their academic transition; they thus appeared to experience a “transition within a transition.” Students identified testing, curricular experience, and the amount of independent work as the principal areas of misalignment between their high school and university chemistry experiences. In exploring the use of support resources, students reported that there were sufficient resource opportunities but typically did not avail themselves of one-on-one interactions. Analysis of the data has led to recommendations for the instructional team for Introductory Chemistry at McMaster University.
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Terpstra-Tong, Jane Lai Yee, and Adlina Ahmad. "High school-university disconnect: a complex issue in Malaysia." International Journal of Educational Management 32, no. 5 (June 11, 2018): 851–65. http://dx.doi.org/10.1108/ijem-10-2016-0214.
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Purpose The purpose of this paper is to identify the major transition issues experienced by first-year students in Malaysia. In so doing, the authors compare the findings to those drawn from western contexts. Design/methodology/approach This study applied a focus group method, conducting seven focus groups with a total of 35 business students. Findings This study identified five skills that are central to quick adaptation to university learning: independent learning, research, time management, English and critical thinking. Unlike findings in the western literature, the findings of this study do not indicate social aspect as a major adjustment issue. Research limitations/implications The generalisability of the findings is limited due to the study’s small sample size. To overcome this, future researchers should consider a national study using a survey-based research method. To test whether students in a relationship-based culture are less prone to challenges related to social aspects in their transitions into university, cross-national or cross-cultural studies are needed. Practical implications The study’s findings point to the need for Malaysia’s universities to strengthen their transition programmes, and proactively form closer relationships with high schools to help their students identify suitable courses and develop their curricula. Originality/value This study highlights the inadequacy of private education in bridging the gap between high schools and private university education in Malaysia. As most first-year-experience studies have used western samples, this study provides much needed data addressing the development of higher education and its relationship with the school systems of developing countries.
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Wilson, Frances, Simon Child, and Irenka Suto. "Assessing the transition between school and university: Differences in assessment between A level and university in English." Arts and Humanities in Higher Education 16, no. 2 (July 24, 2016): 188–208. http://dx.doi.org/10.1177/1474022216628302.
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High stakes assessments are commonly used at the end of secondary school to select students for higher education. However, growing concerns about the preparedness of new undergraduates for university study have led to an increased focus on the form of assessments used at upper secondary level. This study compared the structure and format of assessments used at upper secondary level (GCE A level qualifications), and the first year of undergraduate study of English literature in England. Greater diversity of assessment was found at university compared to A level, while there was little difference in the level of scaffolding and guidance provided in assessment materials. We conclude that it seems inevitable that some students will meet forms of assessment with which they are unfamiliar at university. Implications for the design of first-year undergraduate courses are discussed.
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Li, Chen, Shahid Abrar-ul-Hassan, and Fei Gao. "An Ecological Perspective on University Students’ Sustainable Language Learning during the Transition from High School to University in China." Sustainability 12, no. 18 (September 8, 2020): 7359. http://dx.doi.org/10.3390/su12187359.
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Transitioning from high school to university presents a significant challenge for many students on multiple fronts, including language learning. This mixed-method study draws on an ecological perspective to investigate students’ English learning experiences during the transition from high school to university in China, focusing on teaching content, teaching approach, assessment and feedback, and self-regulated learning. Data is collected from six universities at three different academic levels in China, and analyzed using both statistical and thematic analysis. The research finds that there are differences between high school and university English language education in the above-mentioned four areas, and students’ ecopotentials are of critical importance for their adaptation to university English learning. These findings suggest the necessity of the continuity of teaching content, the promotion of individualized curricula, and the cultivation of self-regulated learning capacities to support students’ sustainable English learning during the transition from high school to university.
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Christodoulou, Michalis. "School-to-University Transition: The Paradox of Motivated but Undecided Students." Open Journal for Sociological Studies 5, no. 1 (April 15, 2021): 1–16. http://dx.doi.org/10.32591/coas.ojss.0501.01001c.
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Educational research on university transitions has repeatedly highlighted that inequalities related to cultural origin still persist even though intergenerational upward mobility has been facilitated over the last fifteen years due to the huge enrollment rates documented across countries in the Western world. In contrast to this line of research in which differences between social or cultural groups are investigated, the unit of analysis in this article is a demographically homogeneous group of families in which the parents invest in university studies as the main route for their children’s post-18 pathways. Through a variable-based research design we explore the conditions which affect high-school students’ motives for following university studies. The main finding has to do with the fact that it is how late or early students make their decision that is the factor differentiating the families within this group and affecting the students’ transition to university.
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Khaoula, Elarif, Hassouni Taoufik, and Bouazza El Wahbi. "Conceptual Evolution of the Sequences and its Transition from High School to University in Morocco." International Journal of Higher Education 9, no. 6 (August 17, 2020): 26. http://dx.doi.org/10.5430/ijhe.v9n6p26.
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In this article, we present the question of our didactic research on the relative conceptual evolution and transition from high school to university in Morocco. We focused on the difficulties encountered by students in the first year of the Physics Sciences using a questionnaire which aims at evaluating the evolution of the concept of "Sequences” from high school to university, this one covers the basic concepts already taught during the last year of high school and second semester of university. The analysis of the student’s productions revealed several didactic obstacles originating from previous misconceptions taught at high school. The study results show a broad gap between the knowledge to teach and the knowledge taught at university. As a result, considerable efforts must be devoted to minimize this gap and resolve the problems identified in our study.
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Buchansky, Heather. "Connections Beyond Campus: Ontario University Library Outreach Programs for High Schools." Partnership: The Canadian Journal of Library and Information Practice and Research 16, no. 1 (May 26, 2021): 1–24. http://dx.doi.org/10.21083/partnership.v16i1.5770.
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Over the past few decades, partnerships and programming between secondary school and post-secondary librarians and libraries have been widely discussed in library literature. These collaborations often exist to help high school students develop information literacy (IL) skills and to provide a smoother transition to university-level research. This paper examines the current high school outreach activities at Ontario university libraries that aim to bridge the gap between high school and post-secondary education.
The purpose of this research, conducted through online surveys and interviews with academic librarians in the province, is to provide a snapshot of high school outreach activities and to highlight the benefits and challenges of such programming. It also examines why some libraries no longer offer such activities or programs. This analysis of the variety of outreach activities aims to generate discussion and ideas that academic libraries can use to connect with high school libraries.
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Athiemoolam, L., and R. Njage. "Effectiveness of Secondary School Guidance Programs in Preparing Learners for Successful Transition to University: A Case of Moi University." European Journal of Education and Pedagogy 2, no. 3 (July 5, 2021): 88–95. http://dx.doi.org/10.24018/ejedu.2021.2.3.84.
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The study aimed to establish the effect of secondary school guidance programs in preparing students for successful transition to university. Mixed methods research design was used which included the use of both quantitative and qualitative methods to generate data using a concurrent triangulation approach. Purposive sampling was applied to sample first year students in Moi University and proportionate sampling together with simple random sampling was used in the selection of 375 participants comprising both male and female students. Data were collected through questionnaires and focus group discussions. Quantitative data were analyzed using descriptive (mean and standard deviation) and inferential statistics by means of SPSS (Pearson Correlation Coefficient), followed by linear regression to test the hypothesis. Thematic analysis was used for qualitative data analysis. The findings of this study revealed that high school guidance programs do not support learners adequately in preparing them to transition to university. The study recommended the implementation of more enhanced collaboration between schools and universities for successful transition.
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Wilson, Oliver W. A., Simon R. Walters, Michael E. Naylor, and Jenny C. Clarke. "University Students’ Negotiation of Physical Activity and Sport Participation Constraints." Recreational Sports Journal 43, no. 2 (October 2019): 84–92. http://dx.doi.org/10.1177/1558866119883600.
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University (i.e., college) students often encounter constraints to physical activity and sport participation that alter, or totally prevent, participation. The purpose of this study was to examine first-year university students’ negotiation of participation constraints and how their negotiation strategies had changed following the transition from high school to a university ( transition). Data were collected from 121 first-year students at a New Zealand university using an online questionnaire. Data were collected on the duration, frequency, and types of physical activity in relation to high school and university, sociodemographic variables, and students’ use of negotiation strategies. Changes in negotiation and participation following the transition were assessed using open-ended questions. Following the transition, students’ participation preferences/patterns had changed. Analysis revealed three prominent negotiation factors: well-being management, interpersonal, and time prioritization and financial management. Differences in negotiation based on sociodemographic variables and participation were also revealed. The relationships between motives, negotiation, constraints, and participation were also explored.
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Choi, Seonkyung. "The Determinants of the Transition in South Korea from Vocational and General High School to Higher Education, Including a Gender Comparison." International Journal of Higher Education 9, no. 4 (May 12, 2020): 1. http://dx.doi.org/10.5430/ijhe.v9n4p1.
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This study examines the factors determining whether vocational and general high school students in South Korea subsequently graduate from university and, if so, whether from 2-year or 4-year courses, for the first time using a gender lens. High-quality official data from the Korean Education and Employment Panel (KEEP) is used in a multinomial logit model. The results show that coming from a vocational high school (compared to a general high school) is negatively correlated with going to university, especially to 4-year university. Among general high school graduates, the most important determinant of attending a 4-year rather than a 2-year university is the teacher assessment of the student’s performance; father’s education and income have no effect for either males or females. The results also show that vocational high school graduates’ university choice is determined by a combination of individual characteristics, including being male, and by having been at a vocational high school, whereas the choice between 2-year and 4-year university depends negatively on father’s education for males but not for females and on father’s income and the number of siblings for both genders. The income and sibling findings suggest that a possible policy implication might be to provide financial support to vocational high school graduates to enable them to attend higher education and to offset the negative effect of low paternal income.
Dissertations / Theses on the topic "Transition between high school and university"
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Sadja, kam Judith. "Enseigner les concepts logiques en début d'université dans l'espace mathématique francophone : aspects didactiques épistémologiques et langagiers. Une étude de cas au Cameroun." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10224/document.
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L’objet de notre étude porte sur la logique et le langage à la transition entre le lycée et l’université dans le contexte camerounais. Au Cameroun, dans l’enseignement secondaire, les concepts de logique sont très peu explicités en classe de mathématiques, du fait que leur enseignement n’est pas prescrit par les nouveaux programmes1 officiels. Ce n’est pas le cas de l’enseignement supérieur où un cours de logique formelle sous forme de rappel, est souvent donné en début d’année. Ce cours n’est pas prescrit par les programmes, mais certains enseignants en voient la nécessité. Les résultats de plusieurs travaux ont montré que certaines des difficultés que les étudiants rencontrent dans la pratique des mathématiques proviennent d’une mauvaise maîtrise des concepts de logique. Nous faisons l’hypothèse qu’ils sont insuffisamment pris en charge pa rles enseignants dans la classe de mathématiques, qui pensent qu’ils sont disponibles chez les étudiants, du fait de leur utilisation dans la vie courante d’une part, et progressivement dans l’activité mathématique. La thèse que nous soutenons est que, pour rendre opératoire les concepts de logique chez lesétudiants nouvellement arrivés à l’université, un minimum d’explicitation de ces concepts en relation avec leur usage dans l’activité mathématique est nécessaire pour les apprentissages en mathématiques à tout le moins dans l’enseignement supérieur. Pour défendre notre thèse, nous avons divisé notre travail en deux parties. Dans la première partie, nous présentons des éléments théoriques et analytiques nécessaires à notre travail, et une revue des travaux antérieurs en relation avec notre problématique. La deuxième partie porte sur les résultats d’une expérimentation que nous avons menée avec des élèves de terminale C d’un lycée de Yaoundé 2, et des étudiants de première année de licence de mathématiques de l’Ecole Normale Supérieure de Yaoundé. Elle s’est déroulée en deux temps : nous avons fait passer un questionnaire portant sur la logique et le langage aux élèves et aux étudiants, et à la suite de ce questionnaire, nous avons organisé un module de suivi avec huit étudiants ayant passé ce questionnaire. Le questionnaire nous a permis de repérer certaines conceptions des élèves et des étudiants concernant les concepts de logique,et le module de suivi a permis de provoquer des débats qui permettaient dans certains cas d’affiner nos analyses et nous donnaient des éléments permettant d’identifier des occasions pour expliciter certaines notionsOur study focuses on logic and language at the transition between high school and university in the Cameroonian context. In Cameroon secondary education, the concepts of logic are paid little attention in mathematics classes, due to the fact that their teaching is not prescribed in the new official syllabuses3. This is not the case of higher education, where a course on formal logic is oftengiven at the beginning of the year to first year university students, with a refreshing purpose. That course is not required in the syllabus, but some teachers see the need. Several scientific studies have shown that some of the difficulties encountered by studentswhile practicing mathematics come from their poor familiarity with concepts of logic. We assume that these students are insufficiently attended to by their teachers who think that the concepts are at their reach, since they are used in everyday life on the one hand, and they are gradually used in mathematical activities, on the other hand. In this thesis, we stand for the point that, for the concepts of logic to become real operational tools to a student who begins university studies, some teaching of these concepts which should address the connections with mathematical activities is necessary, at least as a starting point in higher education studies. To defend our thesis, we have divided our work into two parts which are as follows : In the first part, we present theoretical material necessary to our work as well as other technical tools that will be needed. We also provide a review of previous studies related to our issue. The second part is on an experiment we carried out with students from the Upper Sixth class - science option - of a high school in Yaoundé (Cameroon), and with first year university students of mathematics of the Yaoundé Higher Teachers’ Training College. This experiment had two stages : Firstly, the high school students and the university students filled out a questionnaire on logic and language. Following this, we organized a follow-up module involving 8 students purposely selected from their answers to the questionnaire. This questionnaire enabled us to detect meaningful points on how high school and university students grasp the concepts of logic, and the module helped to start debates which enabled in some cases to refine our analysis, and also provided us with strategic approaches forexplaining certain concepts of logic
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Reardon, Phyllis E. "The school to work transition of the early school leaver." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47472.pdf.
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Nampota, Dorothy Cynthia. "School to university transition : the relationship between the school integrated science curriculum and university science and technology programmes in Malawi." Thesis, University of Bath, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415771.
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Birnie-Lefcovitch, Sheldon Jacob. "Adaptation during the transition from high school to university, an examination of selected person, environment and transition perception variables." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21897.pdf.
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Toran, Marta L. "Mind the gap: a study into the transition between high school and college biology." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/toran/ToranM0811.pdf.
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Instructors of college introductory level biology courses agree that the large majority of students enrolled in these courses are inadequately prepared for the course content and coursework. One of the reasons why students are not successful in entry level biology courses (usually required for majors) is that their high school biology course failed to thoroughly prime them for college level science courses. In this study, I examine the knowledge gap between high school and college biology courses and perspectives of students, high school teachers and professors. In particular, the emphasis of this research project is on the transfer of subject content knowledge. To measure the level of student preparedness, I used a survey/pretest hybrid composed of several background questions about students' high school biology experience as well as questions designed to test student understanding of fundamental biological questions. The online survey was administered to over 3000 students in 42 randomly selected universities across six geographical regions of the United States during the first week of their introductory biology course in college. An exit poll was used towards the end of the semester to obtain student perspectives regarding how well prepared they had been for the college biology course they were about to complete. Online questionnaires and phone interviews provided insight into high school teacher and professor perspectives regarding the gap in biology knowledge transfer. The low average score on the pre-test indicates that high school graduates are poorly prepared for college biology in terms of fundamental concept knowledge. Professors agreed with this and most students surveyed at the end of their first college biology course felt that their high school biology experience had not adequately prepared them for college biology or that their teachers or the curriculum they followed could have done more to prepare them. Findings from this study also show that a lack of communication between secondary and higher education biology instructors is an important factor contributing to the misalignment between high school and college biology. Increased vertical communication between the two levels of education would enable secondary school teachers to better prepare their students for the transition to introductory college biology and give professors a more accurate idea of the expectations they can hold their students to.
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Chidzonga, Midion Mapfumo. "Transition from high school to university : perspectives of first year students at the University of Zimbabwe College of Health Sciences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95892.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Introduction: Literature shows that the transition from high school to university is fraught with challenges and that there is need to appreciate these challenges from the students’ perspectives and devise ways of assisting the students navigate them smoothly. - Aim: To explore the perspectives of first year students at the University of Zimbabwe, College of Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and propose possible ways to manage the transition phase based on the students’ perspectives. - Objectives : The objectives of this study were to determine the students’ perspectives with regards to various factors that are known to affect the transition from high school to university. - Design: An evaluative research study design was adopted using a mixed method research approach sequentially applying a quantitative and qualitative method. - Method: Four hundred and eighty six (486) self-administered survey questionnaires with 23 closeended questions were distributed to all first year students in the UZCHS. Only 16 questions were analysed for purposes of this research project. A total of 49 interviews were conducted for the in-depth structured questions interview on a randomly selected group of students from each of the programmes. - Results : The response rate was 51% (246/486) ; 81.4% of students were in the 19 to 20 years age group; 52% males and 48% females; 44.4% of the students were enrolled in the MBChB programme. The major challenges faced by the students were the heavy workload; poor counselling services; sticking to timetables; using the library; poor teacher-student relationships; poor sense of belonging; living with a diverse population Frustrations at the UZCHS were identified as arising from academic issues: examinations marks; poor facilities; inadequate high school preparation for university grades and poor feedback. Students’ financing at university was also of concern to the students. The students found the orientation week most useful. The motivation for joining the UZCHS was for career prospects, personal desires and parental influence. Preparatory information given by the UZCHS was considered adequate but not sufficiently detailed. Factors that helped students settle in were the initial reception, orientation week, and the relationships between students, staff and lecturers. The role of parents, peers and friends in settling in was also highlighted as important. - Conclusions : The students’ perspectives on transition are similar to those reported in the literature:need for pre-university information, better accommodation, improved library facilities, improved counselling services, lengthening the orientation week, more detailed information about UZCHS before admission, improve pre-university contact with students ,reduced workload in order to accommodate extra-curricular social life. Students’ preparation for life and learning at university should start during high school.
AFRIKAANSE OPSOMMING: Inleiding: Uit die literatuur is ditbaieduidelikdat die oorgang van studentevanaf die skoolnauniversiteitbaieuitdagend is. Daar is derhalwe ‘n behoeftedathierdieuitdagingsvanuit die perspektiewe van die studentebeskou word in ‘n poging om hulle op die meeseffektiewemanierteondersteunentebegelei. - Doelstelling: Die doel van hierdie studie is om die perspektiewe van eerstejaarstudente aan die Universiteit van Zimbabwe se Fakulteit Gesondheidswetenskappe (UZCHS) te ondersoek wat betref die oorgang van hoërskool na die UZCHS, en wyses voor te stel om die oorgangsfase te bestuur, gebaseer op die studente se perspektiewe. - Doelwit: Die doelwitte van hierdie studie was om te bepaal wat die studente se perspektiewe was oor die verskeie welbekende problematiese faktore teenwoordig in die oorgang van skool na universiteit. - Ontwerp: ʼn Evaluerende navorsingsontwerp is onderneem deur ʼn gemengde navorsingsmetode te volg. Dit is opeenvolgend deur ʼn kwantitatiewe en kwalitatiewe metode toegepas. - Metode: ʼn Self-administrerende vraelysopname met 23 geslote vrae is ewekansig toegepas en versprei aan vierhonderd ses- en tagtig (486) studente van die UZCHS. Slegs 16 vrae is vir die doeleindes van hierdie studie geanaliseer. ʼn Onderhoud met in-diepte gestruktureerde vrae is ook gevoer met ʼn ewekansig geselekteerde groep studente (49) van elk van die programme wat aangebied word by die UZCHS. - Resultate: Die responskoers was 51% (246/486); 81.4% van die studente was in die ouderdomsgroep 19 tot 20 jaar; 52% was manlik en 48% vroulik; 44.4% van die studente was geregistreer vir die MBChB program. Die uitdagings deur die studente ervaar was onder andere die swaar werklading, swak studente-ondersteuningsdienste, om by te bly by die rooster, die gebruik van die biblioteek, swak dosent-student verhouding, ʼn swak gevoel van behoort aan, en om deel te wees van ʼn diverse samelewing. Frustrasies by die UZCHS het hul oorsprong gehad by akademiese kwessies: eksamenpunte; uitslae en swak terugvoering. Studente-finansiering aan die universiteit was ook ʼn bron van kommer by studente. Studente het die oriëntasieweek die nuttigste gevind. Die motivering om aan te sluit by die UZCHS het verband gehou met loopbaanvooruitsigte, persoonlike behoeftes en ouer-invloed. Voorbereidende inligting verskaf deur die UZCHS is beskou is voldoende maar sonder genoeg besonderhede. Faktore wat studente gehelp het om tuis te voel was die aanvanklike ontvangs, oriëntasieweek, en die verhoudings tussen studente, personeel en lektore. Die rol van ouers, portuurgroep en vriende om hulle te laat tuis voel, is aangedui as belangrik. - Gevolgtrekkings: Die studente se perspektiewe op oorgang is soortgelyk aan dié wat in die literatuur gerapporteer word. Daar is ʼn behoefte aan beter studentebehuising en biblioteekfasiliteite en studente-ondersteuningsdienste, en meer gedetailleerde informasie oor die UZCHS voor toelating. Studente glo ook dat die oriëntasie week verleng moet word en dat die werklading verminder moet word om hul buitemuurse sosiale lewe te akkommodeer. Studente se voorbereiding vir die studentelewe en universiteitstudies behoort reeds op hoërskool te begin.
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Mutch, Carol. "The Transition from High School to University : An Analysis of Advice for Students, Faculty and Administration." 名古屋大学高等研究教育センター, 2005. http://hdl.handle.net/2237/16617.
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Slusser, Dean Charles. "The relationship between high school theatre participation and the development of workplace competencies." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/dean_c_slusser/slusser_dean_c_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Barbara J. Mallory. ETD. Includes bibliographical references (p. 120-128) and appendices.
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Liu, Hsuan-Ying, and Hsuan-Ying Liu. "Coming of Age Learning Mandarin: Chinese L2 Learners' Investment during their Transition from High School to University." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621358.
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Situated in the changing context of Mandarin learning in the United States, Mandarin these days is changing from a less commonly taught language to a more commonly offered foreign language option in American secondary schools. However, in the applied linguistic literature, "few empirical studies have focused on pre-college CFL learning" (Ke, 2012, p.98). Moreover, the transition from high school to university often entails complex social, cultural, and emotional changes (e.g., Nathan, 2006). The goal of this dissertation project, therefore, is to investigate how students' investment in Mandarin is socially and historically constructed at these three levels: personal, familial, and institutional, as they transition from high school to university. This study draws upon the theory of identity and investment (Norton, 1995) to examine how these teenage language learners are multidimensional beings with multiple desires, and how their investment is produced or reproduced from social interactions, and is subject to change. Three high school campuses were chosen, because Mandarin classes are now offered from kindergarten through twelfth grade in these schools. Six students who expressed their intentions to continue learning Mandarin in university consented to participate in this study. Data collection for this study lasted from March to December 2015, which covered these students' last semester of high school, their first semester of college, and the period between. Data were collected from interviews and monthly informal Skype chats, and supplemented with class documents. Using qualitative analysis methods, the findings show the following factors as salient to their investment in Mandarin learning at the high school stage: 1) the students' personal interest, and 2) the influence from their families and their institutions. In the university setting, these students' investment in Mandarin was mostly mediated at the personal and the institutional levels. The results reveal the identity shift from childhood to adulthood these adolescent learners experienced during the transition. Specifically, the adolescent learners became more independent in making their own decisions, and less dependent on their families, both financially and symbolically. Second, the findings also highlight how these individuals' investment in Mandarin could be constrained at the institutional level. This points to the need for L2 educators to pay attention not only to individual students' personal interests and motivations in language learning, but also to a better understanding of how students perceive their own identities and whether foreign language learning is accessible to learners institutionally.
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Barron, Kenyon M. "The relationship between NCLB variables and selected variables with high school subject area test scores." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06282007-171330.
Full textBooks on the topic "Transition between high school and university"
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Nancy, Heiser, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Students' school transition patterns between 8th and 10th grades, based on NELS:88. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.
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How do high school students make the transition to university?: Factors contributing to success or failure. Lewiston: Edwin Mellen Press, 2010.
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Yi, Sin-dong. Yŏngjae hakkyo mit kwahakko wa taehak kwaŭi yŏn'gye kanghwa pangan yŏn'gu =: A study on methods to strengthen the educational connection between gifted science academy/science high school and university. Ch'ungnam Asan-si: Han'guk Kwahak Ch'angŭi Chaedan, 2010.
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Novak, Donna. Review and evaluation of LD 1367, An Act to Require Health Insurance Carriers and the MaineCare Program to Cover the Cost of Transition Services to Bridge the Gap between High school and Independence: A report to the Joint Standing Committee on Insurance and Financial Services of the 126th Maine Legislature. [Augusta, Me.]: State of Maine Department of Professional & Financial Regulation, 2014.
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Assaad, Ragui, and Mongi Boughzala, eds. The Tunisian Labor Market in an Era of Transition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799863.001.0001.
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This book offers a comprehensive and deep examination of the key labor market issues in Tunisia, including the size, structure, and evolution of the labor force, employment and unemployment, wage formation, gender differences, education, and migration. Unemployment has been the most challenging issue for decades. Because it has been persistently high and particularly acute for youth, university graduates, and women, special attention is paid to youth and women in the labor market and to the structure, education, and evolution of the labor force. Despite the falling-off of its population growth, Tunisia continues to experience strong labor supply pressures due to the rapid growth of higher education graduates and the mismatch between the skills produced by the education system and those needed by the market. The lack of good formal jobs, the segmentation of the labor market and the income and wage inequalities are also the outcome of the regulations and institutions governing the labor market. Women in the lagging regions and educated young women face the most serious insertion challenges. Yet, young women’s educational attainment has exceeded that of young men. And women have also made substantial progress in gaining greater control over their lives and their wellbeing. Although severe forms of child labor are not widespread, 6 percent of children are involved in unpaid activities within the household, and dropout of school remains an important issue. The evolution and effects of migration are also examined.
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Begin the between: Planning for the transition from high school to adult life. Minneapolis, Minn: PACER Center, Inc., 1992.
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Begin the between: Planning for the transition from high school to adult life for youth with developmental disabilities. [Minneapolis, MN]: PACER Center, 1996.
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Azaransky, Sarah. Passing Through a Similar Transition. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190262204.003.0003.
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Benjamin Mays was a groundbreaking religious intellectual whose theological perspective was shaped by world travel. His work and travel in the 1930s show how the international roots of the civil rights movement were fed by various intellectual streams including theological liberalism, a radical tradition of black God-talk, and the “Howard School,” the extraordinary collection of intellectuals at Howard University during this period. His exposure to India and his later work with the international ecumenical movement revealed to Mays connections between American racism and the experiences of imperialism and colonialism. A Christian theologian, he outlined a justice-oriented black social Christianity, interested in and responsive to social realities. He also demonstrated that comparative religious studies would be an essential tool for American Christians who wanted to use liberative lessons from other cultures and religious traditions in the U.S. context.
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Patrick, Megan E., John E. Schulenberg, Jennifer Maggs, and Julie Maslowsky. Substance Use and Peers During Adolescence and the Transition to Adulthood. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381678.013.004.
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This chapter summarizes recent literature concerning the connection between peers and substance use (i.e., alcohol use, cigarette use, and illicit drug use) during adolescence and the transition to adulthood. The broad category of peers consists of a wide range of social relationships including best friends, peer groups, and crowds; important aspects include peer activities, relationships, and influence. Young people both select their friends (e.g., based on shared interests) and are influenced, or socialized, by their selected peers. When examining the dynamic periods of life that cover the transitions into, through, and out of adolescence and into the post-high school years, selection and socialization are especially important, given that many transitions involve changes in social contexts and peer relationships. The authors take a developmental perspective by focusing on the developmental transitions that occur during adolescence and the transition to adulthood and how they influence peer relations and substance use.
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Franz, Carleen, Lee Ascherman, and Julia Shaftel. A Clinician's Guide to Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.001.0001.
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A Clinician’s Guide to Learning Disabilities provides succinct descriptions of the various types of learning disabilities that affect educational achievement, illustrated with numerous case studies. Clear descriptions of educational assessment best practices and score reporting simplify the interpretation of psychoeducational reports. An entire chapter on historical context and legal framework describes obligatory supports for students with learning disabilities in all settings. Chapters on preschool assessment and the transition to post–high-school college and career expand the scope of the book beyond the school years. Clinicians who work in nonschool settings view learning disorders through the lens of DSM-5. They may be surprised at IDEA requirements and how the law works to identify and serve students with learning disabilities. Clinicians may not be aware that DSM-5 is not familiar in the school setting and that their diagnoses and recommendations may not have their intended effect. Through detailed examination of relevant special education requirements and procedures, this text addresses and clarifies the confusion that clinicians and families often experience about the lack of diagnostic congruence and differing terminology between DSM-5 and IDEA. No other book describes learning disorders and the psychoeducational evaluation process for mental health clinicians who work with these children and adolescents. A chapter on referral and collaboration will inform clinicians who seek deeper educational knowledge about their clients to better guide students and their families.
Book chapters on the topic "Transition between high school and university"
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Yamada, Reiko. "Issues of Educational Articulation Between High School and University: A Comparative Analysis between the USA and Japan." In Measuring Quality of Undergraduate Education in Japan, 185–206. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-81-1_11.
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Yamada, Reiko. "What Makes the Quality of Students’ Learning? Focusing on the Articulation Between High School and University." In Mass Higher Education Development in East Asia, 207–28. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12673-9_13.
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Bradbeer, Chris. "The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration." In Teacher Transition into Innovative Learning Environments, 47–60. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_5.
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AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunities for teachers to determine together how facets of learning, time and space are organised. However, the level of structure required by teams to successfully and collaboratively achieve this presents as a complex, and time-consuming task, with teachers often finding themselves in a space between practicality and potential. This paper draws on observational and interview data from one primary school ILE—part of a wider case study of teacher collaboration in six New Zealand schools. It considers the role of pedagogical and organisational structures alongside levels of autonomy experienced by teachers on adapting to new spaces. The findings indicate that while the occupation and ongoing inhabitation of Innovative Learning Environments may well present opportunities for teachers, tensions may be felt between predominating or created structures, and aspired or idealised practice.
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McLaren, Duncan, Quentin Mackie, and Daryl Fedje. "Experimental Re-creation of the Depositional Context in Which Late Pleistocene Tracks Were Found on the Pacific Coast of Canada." In Reading Prehistoric Human Tracks, 91–100. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_5.
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AbstractTo better understand the depositional context of Late Pleistocene human tracks found at archaeology site EjTa-4 on Calvert Island, on the Pacific Coast of Canada, we present here the results of an experiment designed to recreate the conditions by which these tracks were formed, preserved and then revealed through excavation. Based on radiocarbon ages on small twigs and the analysis of sediments and microfossils, the interpretation of the site formation processes relate that the tracks were impressed into a clayey soil substrate just above the high tide line between 13,317 and 12,633 calBP. The features were subsequently encapsulated by black sand, which washed over the tracks from the nearby intertidal zone during a storm event. To test this interpretation, we enlisted the aid of high school student volunteers to recreate the conditions by which the tracks were formed. A clayey substrate was prepared in a laboratory setting at the University of Victoria and a few plant macrofossils were placed on top it. This was followed by having the students create tracks in the clay, which were then covered with a layer of sand. Upon excavation of these experimental tracks, we found that they had a very similar character to those found in the field, including the pressing of macrofossils into the clay by the weight of the track maker. These results support the interpretation and chronological assessment of the depositional events that occurred during late Pleistocene times at archaeology site EjTa-4.
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Milford, Todd, Breanna Lawrence, Wendi Beamish, Michael Davies, and Denis W. Meadows. "A Strategy for Building Transition-Focused Education Capacity to Support Disabled Students in Australian Schools." In Young Adult Development at the School-to-Work Transition, 334–54. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190941512.003.0015.
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This chapter explores how an ongoing collaboration between a local university and an educational district within Queensland, Australia, has assisted educational professionals to better address the requirements of students with disabilities to transition successfully from high school to adulthood. The collaboration was a response to federal data that identified poor outcomes for students with disabilities and provided funding to improve these outcomes through school and system capacity-building. In Australia, there is a paucity of research into transition-focused education and postschool outcomes, a lack of research and technical assistance centers, poor professional preparation and development for teaching staff, and poor systemic structures to support this student population at school and in their early adult life. The study outlined here addresses this lack of research on school to adulthood transitions for students with disabilities and offers an example of implementing recommended practice to support transitions.
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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "What Do We Know About Student Transition?" In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0006.
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Understanding how changing schools affects children can help educators in their efforts to create welcoming and supportive school environments. It is also important to be aware of the different types of transitions a student may experience between prekindergarten and high school. While the purpose of this book is to highlight the different ways educators can support children and families changing schools, it’s still important to look at the many reasons why they are changing. School moves are commonly classified as one of two types: structural or nonstructural. Structural changes occur when students are required to switch schools because of the distinct features of or changes within the education system. The most common example of a structural change is promotional, such as when a child finishes 5th grade and goes to a new school for 6th grade. These promotional moves are typically viewed as transitions rather than school moves. The development of new schools to address overcrowding, the rezoning of school boundaries, or the closing of low- performing schools are other examples of structural changes. While students and parents might not always feel positive about a structural move, a student tends to move with peers when these changes happen and thus is not considered a “new student.” Nonstructural mobility, on the other hand, is any school change that is not created by the features of the school system and can be the result of a multitude of life circumstances. These can include a parent’s new job, a divorce, a change in custody or foster family for a child, the result of a disciplinary action at a school, or a conflict with a teacher or another student. Students may also switch schools because they— or their parents— are seeking a specific type of academic program, such as a magnet program or a charter school. According to Dr. Russell Rumberger at the University of California Santa Barbara, 60% of students nationally make unscheduled school changes at some point between kindergarten and 12th grade. A smaller proportion of students experience many more of these changes. The scientific literature shows that both promotional and nonpromotional changes may create challenges.
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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "The Role of Staff and Community Partners." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0014.
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One reason that student transition between schools hasn’t received the attention that it should is because schools traditionally have not had staff members directly in charge of assuring that welcoming and transition procedures are in place. Monitoring how students are adjusting to their new classes, routines, and peer groups can fall by the wayside until a problem arises. “Nobody owns that piece,” says Robin Harwick, a Seattle University researcher who previously worked at Treehouse, a nonprofit agency that provides educational services for children in foster care. Too often, she adds, educators don’t recognize that high mobility can negatively impact a student until behavior or academic issues surface. But Micah Jacobson, of the Boomerang Project, says that picture is beginning to change and schools are increasingly placing a counselor or other staff member in charge of transition-related activities. A variety of options are available to district leaders and school administrators who want to make sure that their schools are welcoming and that consistent practices focused on ensuring smooth transitions are being implemented. The following sections discuss some approaches that districts can explore to make sure someone is consistently attending to the needs of students and families in transition (Figure 9.1). One of the best ways to ensure that teachers and other staff members begin to think about how they can create more welcoming environments is to create a team that focuses on the topic. Jacobson notes that creating a team increases the likelihood that programs will be sustained when there is staff turnover. The North Carolina Department of Public Instruction has created a detailed transition planning guide that outlines steps for smooth transition from preschool through college and outlines some of the topics that can be addressed by a district-wide transition plan. These include planning professional development on the issue of transition, reviewing research-based practices, addressing issues of alignment as students move through grades, seeking input from families on their transition experiences, and recruiting volunteers to help with transition-related gatherings.
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Mercangöz, Burcu Adigüzel, Çigdem Aricigil Çilan, and M. Erdal Balaban. "Measuring Lecturers’ Perception of Transition to E-Learning Systems and Digital Divide." In Adoption of Virtual Technologies for Business, Educational, and Governmental Advancements, 209–17. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2053-7.ch017.
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The development of internet technology has affected spread of e-learning programs. Students have been attending e-learning programs worldwide. For example, students in Turkey have increasingly been using this technology to attend e-MBA programs. Due to constraints like lecturers, ability to use technology and the infrastructure of information technologies in current education systems it is not possible to reach high levels of higher education. In this paper, the authors measure lecturers’ behaviors toward e-learning activities. The study gauges their ability to use information technology, perceptions about the advantages of e-learning program, and readiness for the transition. Data are provided from a survey conducted in the School of Business Administration at Istanbul University. Descriptive statistics and nonparametric tests are used to analyze the data. These tests measure the digital divide between academicians taking into account their academic qualifications, gender and departments.
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Bardelle, Cristina. "Improving Learning Strategies for Mathematics through E-Learning." In Handbook of Research on Didactic Strategies and Technologies for Education, 673–80. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch058.
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This chapter describes an experience concerning a mathematics course offered at university for first-year science students. The course, realized in a blended format, is aimed at supporting students in the critical stage of transition from high school to university. Beside standard materials and resources, students were provided with online tools for the achievement of learning strategies mainly based on semiotic and pragmatic aspects of mathematical language. The online activities are an effective tool from the cognitive and metacognitive perspective, promoting a shift from passive learning (listening to lectures and taking notes) to more active modalities of learning where the students were engaged in student-instructor or student-computer interaction activities. Overall, more than half of the students participated in the optional online activities, and a positive relationship between this participation and the results in the final written test serve to verify the potential effectiveness of this form of study.
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Tsibizova, Tatiana. "Aiding the Transition of Students From School Into Technical University." In Advances in Higher Education and Professional Development, 154–64. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch014.
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This chapter is about different aspects of creating university-based professionally orienting environment. Issues of students' professional self-determination in transition from secondary education to high school are considered. The author suggests to arrange resource center as a training and research innovative complex for solution of youth's problems with early professional orientation, their motivation, for recruitment and selection of the most prepared for further study. As a result of the center's usability there is a developing trend towards form and direction diversity in scientific, educational, and industrial integration, growing university penetration into secondary school, and high school scientific research's impact into industry.
Conference papers on the topic "Transition between high school and university"
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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey, and Tuyen Duddles. "Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.
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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.
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Startseva, Elena Borisovna, Andrey Yurievich Grimaylo, Liliya Rashitovna Chernyahovskaya, and Fernando LLopis Pascual. "Ontology rules application for efficient career choice." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9251.
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The aim of this work is to help university applicants in their transition phase from high-school to tertiary education starting with their first life-long decision concerning their choice of the field of study. The construction of the decision support system has evolved into an ontology-based model. The model, as well as the decision making rules, have been formulated based on the research study of the cohort of 69000 students of the University of Alicante between 2010 and 2018. The educational and psychological processes have been studied in order to identify the pivot moments and the factors that may lead to an adequate decision making or to an objectively wrong decision which eventually ends up in a drop-out of studies. Analysing the existing methods of occupational and educational choice assistance, the method of John L. Holland on “A Psychological Classification of Occupations” has been selected as the most viable and convenient for this purpose. The Holland Codes have been adopted as a lingua franca of this ontology-based model. As a result, the ontology-based decision support system provides assistance in decision making using the Holland Code terminology and practically unlimited complexity of the object and data properties of and ontological presentation of knowledge.
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Tan, Jeffrey Too Chuan, Luca Iocchi, Amy Eguchi, and Hiroyuki Okada. "Bridging Robotics Education between High School and University: RoboCup@Home Education." In 2019 IEEE AFRICON. IEEE, 2019. http://dx.doi.org/10.1109/africon46755.2019.9133791.
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Hong, Jun. "Research on the Link of Regional Geographical Education between Normal University and Senior High School." In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.57.
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Al-thani, Noora, Jolly Bhadra, Nitha Siby, Enas Elhawary, and Azza Saad. "Innovative Tool to Educate High School Students through Research Based Learning." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0260.
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The need for enhanced engagement of school students for better behavioral outcomes in line with scientific learning and acquisition of science process skills have continually incited educators to strategize innovative teaching approaches. Meanwhile, innovations and research from the scientific community has consistently been prioritized, demanding highly skilled STEM labor in the global market, henceforth challenging educators to brace the next generation with high proficiency in STEM fields. The research study focuses on an out of school approach that caters to the industrial demands in STEM workforce, henceforth acquainting the high school students with research methodology for improving their technical efficiency and intellectual capacity in problem solving and critical thinking. The study program was conducted on 208 students from public schools in Qatar, who participated in 68 research projects, each project being engaged by a group students during a period of 2 months at Qatar University research laboratories. The performance of participants were analyzed by mixed methods implementing both quantitative data based on questionnaires and qualitative data based on feedback interviews from research mentors, schoolteachers and the participant students. The results of the program yielded positive outcomes from the stakeholders as the school students gained competences exhibited by under-graduate or graduate students like research self-efficacy, research skills and aspirations for scientific careers, accomplishing the objectives of the program. This study program henceforth was successful in bridging the gap between high school and university, as the participant students had an advantage in confidence over their peers in university laboratories and technical writing assignments.
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Slamet Kusumawardana, Adi. "Differences of Discipline Level Between Students from State and Private Junior High School in Malang City." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.59.
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Duche-Perez, Aleixandre Brian, Fanny Miyahira Paredes-Quispe, and Olger Albino Gutierrez-Aguilar. "The Transition from high school to university: identifying internal and external factors for a successful transition in peruvian students of Architecture and Engineering." In 2019 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2019. http://dx.doi.org/10.1109/edunine.2019.8875751.
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Ivanov, Vladimir. "CORRELATIONS BETWEEN PHYSICAL EDUCATION TRAINING IN THE FINAL YEARS OF HIGH-SCHOOL AND PHYSICAL EDUCATION TRAINING AT UNIVERSITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/84.
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Floris, Francesco, Marina Marchisio, Carla Marello, and Lorenza Operti. "Bridge the gap between high school systems with less than twelve years of schooling and European Universities." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9494.
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The phenomenon of globalization that concerns the modern era, pushed by technological evolution, has led to several changes in the field of education. Not only are education policies of the single States adapting by directing towards European models: the possibility for a student to choose a university is increasing all over the world, too. In order to facilitate students who want to enroll at a European university and who come from countries with less than 12 years of compulsory schooling, our University designed the Foundation Programme. This is an additional year that allows to earn 60 ECTS to reach the 12 years of schooling, a basic requirement for university access in Europe. The main feature of this project is that it is delivered online; this allows to reduce the costs of enrollment and allows students to attend it directly from home in their country. The design, structure and methodologies of the project are described and discussed in this article.
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Hodoshima, Nao. "Correlation Between a Questionnaire About Noise-Induced Hearing Loss and SPL of Portable Music Players of High School and University Students." In ASME 2012 Noise Control and Acoustics Division Conference at InterNoise 2012. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ncad2012-1412.
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The risk of noise-induced hearing loss has been increased for young generations. Several studies pointed out that one reason is listening to digital audio players with a sound pressure level that leads to damage to hearing. This study conducted a questionnaire on 209 high school and university students living in Tokyo about their current situation regarding noise-induced hearing loss. The questionnaire includes the frequency of earphones/headphones usage, noise exposure, self-reported hearing conditions and hearing-related lifestyle. This study also measured A-weighted equivalent sound pressure levels of digital audio players that the students have with normal playback volume. The results showed that more than 90% of the subjects use earphones/headphones, and about 50% use them daily. 58% of the subjects use them while commuting, meaning that they listen to music in noisy trains and buses. 16% of the subjects reported that they have experienced hearing problems such as tinnitus symptoms and listening difficulties, but none of them have sought medical advice. The measured sound pressure level varied from 40 to 90 dBA, and 15% of the data was over 80 dBA. The results show the need for showing young people the importance of hearing protection and prevention of noise-induced hearing loss.
Reports on the topic "Transition between high school and university"
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.