Predicting educational performance at tertiary level on the basis of secondary level performance

1993 ◽  
Vol 24 (2) ◽  
pp. 283-288
Author(s):  
Ubokobong H. Etuk
Keyword(s):  
Secondary Level ◽  
Tertiary Level ◽  
Educational Performance ◽  
Level Performance

scholarly journals Foreword

2018 ◽  
Vol 8 (1) ◽  
pp. 5-6
Author(s):  
Nagisa MORITOKI ŠKOF
Keyword(s):  
Secondary Education ◽  
Tertiary Education ◽  
Language Teaching ◽  
Chinese Language ◽  
Language Education ◽  
Secondary Level ◽  
The Other ◽  
Japanese Language ◽  
Tertiary Level ◽  
Asian Languages

… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof

scholarly journals A Multiple Draft Technique with Relevant Feedback to Improve Writing Skills

2019 ◽  
Vol 10 ◽  
pp. 1564-1568
Author(s):  
Suvarna Ragini Chintapanti
Keyword(s):  
Academic Success ◽  
Experimental Method ◽  
Engineering Students ◽  
Writing Skills ◽  
Secondary Level ◽  
Tertiary Level ◽  
Relevant Feedback ◽  
Written Assignments ◽  
Giving Feedback ◽  
Formative Years

Out of the four major skills, writing has become mandatory for academic success at secondary and tertiary levels. Writing has been taught for many years as a product rather than process during the students' formative years. In fact, there are many writing activities prescribed at the secondary level. However, most of the writing activities are neglected in the pretext of paucity of time or due to lack of interest among some teachers who consider evaluating the written assignments and giving feedback as laborious and peripheral tasks. As teachers of writing we are prone to expose our students to the rules of writing and grammar without developing their ability to express their ideas. Having identified the challenges faced by engineering students during writing tasks, the present study used the ‘multiple draft strategy’ with relevant feedback as an experimental method to explore its significance in developing the writing skills of the students at the tertiary level.

scholarly journals Listening Skill At Tertiary Level: A Reflection

2010 ◽  
Vol 2 (3) ◽  
pp. 69-90 ◽  
Author(s):  
Md Minhajul Abedin ◽  
Saiful Hassan Khan Majlish ◽  
Shorna Akter
Keyword(s):  
Questionnaire Survey ◽  
Academic Career ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Survey Result ◽  
Point Of View ◽  
Tertiary Level ◽  
Listening Skills ◽  
Listening Skill ◽  
Real Scenario

This study focuses on the real scenario of listening skill of learners at the tertiary level in private universities in our country and through this attempt we have tried to find out the reasons of poor listening skills of the learners. At secondary and higher secondary level, where Communicative Language Teaching (CLT) is in practice, writing and speaking are given maximum importance. Since learners' listening skill is not assessed like other skills, it remains unattended through out their academic career. The scenario of poor listening skill of the learners continues with the same negligence even at the tertiary level. Giving importance to the development of this skill, the study has been done throughout questionnaire survey both from students' and teachers' point of view. The survey result has been analyzed and some suggestions are given regarding the matter. Key words: Listening Skill, Tertiary level, Private UniversitiesDOI: 10.3329/dujl.v2i3.4144 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 69-90

Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

2020 ◽  
pp. 875512332095362
Author(s):  
Erich A. Weiger
Keyword(s):  
Blended Learning ◽  
Potential Role ◽  
Secondary Level ◽  
Music Educators ◽  
Review Of Literature ◽  
Relevant Research ◽  
Music Classroom ◽  
Music Classrooms ◽  
Level Performance ◽  
Overall Effectiveness

The purpose of this literature review was to synthesize relevant research concerning the blended learning and flipped lesson models, and their potential role in performance-based music classrooms. I provide theoretical backgrounds of these models and introduce Puentedura’s Substitution Augmentation Modification Redefinition model as a possible framework for implementation. Overall effectiveness and challenges of the blended learning and flipped lesson models are discussed. Finally, research and experience-based suggestions for practice are provided to help music educators implement these learning models in their classrooms.

scholarly journals Enhancing Listening Skill for Secondary Level Learners through Virtual Learning

2020 ◽  
Vol 9 (S1-Dec2020) ◽  
pp. 49-51
Author(s):  
R Vidhiya ◽  
V David Arputha Raj
Keyword(s):  
High Standard ◽  
Secondary Level ◽  
Virtual Learning ◽  
Tertiary Level ◽  
Human Society ◽  
Listening Skills ◽  
Listening Skill ◽  
Online Coaching ◽  
Secondary Learners

Education has become the important aspect of human society. Technology plays a major role in all fields and education is not an exception. The demand for high standard of education is steadily increasing. The systems and methods of teaching change from time to time. In recent years, virtual learning has become effectively employed for better learning. In India, virtual learning is employed at the tertiary level e.g. IIT. But it is not used in the secondary level. Virtual learning renders to high standard of learning and acquisition. It offers diversity of sources and exposures. Virtual learning offers online coaching and videos. Students tend to enjoy learning in the new environment. Virtual learning provides experts lectures and space for better sources. Virtual learning offers a better learning for students and in turn crops a better learning. This paper deals with various aspects of virtual learning in developing listening skills of secondary learners.

scholarly journals The Gender Differences in School Enrolment and Returns to Education in Pakistan

2012 ◽  
Vol 51 (3) ◽  
pp. 219-256 ◽  
Author(s):  
Madeeha Gohar Qureshi
Keyword(s):  
Gender Differences ◽  
Educational Outcomes ◽  
Labour Force ◽  
Secondary Level ◽  
Return To Education ◽  
Rate Of Return ◽  
Female Education ◽  
Tertiary Level ◽  
Level Of Education ◽  
Private Rate

Using estimates of schooling demand function and private rate of return to education by gender derived from Household Integrated Economic Survey 2010-11, this paper attempts to examine if there is any dynamics to define a differential behaviour across gender in enrolment in Pakistan and if there is then what can be the possible cause of such discrepancies and how can they be reduced. The first set of analysis focuses on the estimates of probability of enrolment at primary, secondary and tertiary level of education by gender. Strong evidence for higher likelihood of enrolment emerges only at the secondary level of education when the gender is male. The behaviour of the determinants for these schooling demand functions at different levels of education differs by gender. One such key variable is parental education, which is more pronounced in case of mother’s education towards increasing the likelihood of enrolment of girls at the primary and secondary level and of father’s education for boys at all levels and girls at the tertiary level. Hence investing in female education today will not only empower females today but as a positive externality will also lead to gender equity in educational outcomes in the future. Besides this intergenerational externality of investment in female education, the finding establishes that when conditional cash programmes are targeted at mothers as a policy tool they become an effective measure in increasing current female enrolment. Moreover the case for reducing gender disparities in educational outcomes is further supported when we see how gender imbalance in educational attainment and female labour force participation lead to discrepancies in the private rate of return to education by gender. The varied estimates of private rate of returns to education for males and females show that such deviations arise because the females labour force on average is much less educated than males and hence if the object is to raise the rates of returns, a targeted policy for reducing gender differences in enrolment at all levels of education primary, secondary and tertiary will have to be implemented.

Metamorphosis of geometrical teaching in France (1950-1969)

2020 ◽  
pp. 261-274
Author(s):  
René Guitart
Keyword(s):  
Linear Algebra ◽  
Secondary Level ◽  
Tertiary Level ◽  
Linear Structures ◽  
Linear Approach ◽  
Royal Road ◽  
Real Objects ◽  
The 1960S ◽  
The University ◽  
Modern Mathematics

The “metamorphosis” can be explained quickly as follows: it is the replacement in teaching of geometrical proofs using inspection of classical figures as segments, triangles, conics, with geometrical transformations and also algebraic calculations, by the exclusive use of calculations in linear algebra with matrices. The visual aspect in the geometric sense disappears in favor of algebraic calculation alone. The back and forth between figures and calculations are forgotten but the capacity of calculations increases. My purpose is only to provide some clarifications about the sources and conditions of such a metamorphosis in France. When and how the organization of changes of geometrical teaching had been thought? Two precautions are necessary: a distinction must be made between teaching in secondary level (students aged 14 to 18) and in tertiary level (students at the university); and this must be examined especially before the “Réforme des mathématiques modernes” [new maths]. I show that, in fact, events started almost ten years before the meeting at Royaumont in 1959, with Gustave Choquet as one of the main actors. He tried to introduce a modern teaching, with linear structures (the “royal road”), but at the same time he wanted to preserve the geometrical intuition given by experience with real objects, with several “intuitive” axiomatics. At the end, the Reform did not take this moderate direction, and it was Jean Dieudonné’s purely linear approach that was privileged, up to excess of formalizations and calculations. Hence the metamorphosis arrived, when the view of the figures was replaced by the view of equations, and worse by formalization. As a testimony I explain how under these circumstances I learned geometry in the 1960s and taught geometry at the early 1970s at the university of Paris 7. Keywords: reform of modern mathematics, geometry, teaching, France, APMEP, CIEAEM, Gustave Choquet, Jean Dieudonné, Lucienne Félix, Caleb Gattegno, Morris Kline, Georges Papy, Jean Piaget, André Revuz, Gilbert Walusinski

scholarly journals A third of patients treated at a tertiary-level surgical service could be treated at a secondary-level facility

2017 ◽  
Vol 107 (9) ◽  
pp. 788
Author(s):  
S Van Straten ◽  
C Stannard ◽  
J Bulabula ◽  
K Boodhia ◽  
K Paul ◽  
...  
Keyword(s):  
Secondary Level ◽  
Tertiary Level ◽  
Surgical Service

scholarly journals Does social health insurance prevent financial hardship in Mongolia? Inpatient care: A case in point

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248518
Author(s):  
Javkhlanbayar Dorjdagva ◽  
Enkhjargal Batbaatar ◽  
Mikael Svensson ◽  
Bayarsaikhan Dorjsuren ◽  
Munkhsaikhan Togtmol ◽  
...  
Keyword(s):  
Inpatient Care ◽  
Social Health Insurance ◽  
Secondary Level ◽  
Catastrophic Health Expenditure ◽  
Public Hospitals ◽  
Financial Hardship ◽  
Tertiary Level ◽  
Poverty Level ◽  
Private Hospitals ◽  
Out Of Pocket Payments

Background Protecting people from financial hardship and impoverishment due to health care costs is one of the fundamental purposes of the Mongolian health system. However, the inefficient, oversized hospital sector is considered one of the main shortcomings of the system. The aim of this study is to contribute to policy discussions by estimating the extent of catastrophic health expenditure and impoverishment due to inpatient care at secondary-level and tertiary-level public hospitals and private hospitals. Methods Data were derived from a nationally representative survey, the Household Socio-Economic Survey 2012, conducted by the National Statistical Office of Mongolia. A total of 12,685 households were involved in the study. “Catastrophic health expenditure” is defined as out-of-pocket payments for inpatient care that exceed a threshold of 40% of households’ non-discretionary expenditure. The “impoverishment” effect of out-of-pocket payments for inpatient care was estimated as the difference between the poverty level before health care payments and the poverty level after these payments. Results At the threshold of 40% of capacity to pay, 0.31%, 0.07%, and 0.02% of Mongolian households suffered financially as a result of their member(s) staying in tertiary-level and secondary-level public hospitals and private hospitals respectively. About 0.13% of the total Mongolian population was impoverished owing to out-of-pocket payments for inpatient care at tertiary-level hospitals. Out-of-pocket payments for inpatient care at secondary-level hospitals and private hospitals were responsible for 0.10% and 0.09% respectively of the total population being pushed into poverty. Conclusions Although most inpatient care at public hospitals is covered by the social health insurance benefit package, patients who utilized inpatient care at tertiary-level public hospitals were more likely to push their households into financial hardship and poverty than the inpatients at private hospitals. Improving the hospital sector’s efficiency and financial protection for inpatients would be a crucial means of attaining universal health coverage in Mongolia.

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