Social inclusion and career development - transition from upper secondary school to work or post-secondary education among hard of hearing students

2001 ◽  
Vol 30 (2) ◽  
pp. 120-128 ◽  
Author(s):  
Berth Danermark ◽  
Sivert Antonson ◽  
Inger Lundström
Keyword(s):  
Secondary Education ◽  
Career Development ◽  
Secondary School ◽  
Hard Of Hearing ◽  
Social Inclusion ◽  
School To Work ◽  
Upper Secondary School ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Upper Secondary

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

scholarly journals Podcasting para la motivación del alumnado de música en educación secundaria hacia la práctica instrumental / Podcasting for Motivating Secondary School Music Students Towards Musical Performance

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Jose Palazon Herrera
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Digital Technology ◽  
Work Experience ◽  
Music Students ◽  
Post Secondary Education ◽  
Post Secondary ◽  
School Music ◽  
Musical Interpretation ◽  
Music Class

ABSTRACTEven though podcasting is a relatively new digital technology, it is becoming a tool of great value in the field of education. Although its possibilities are mainly being explored in post-secondary education, in recent years, the amount of studies and experiences in secondary education have incremented. In this communication we present a music class work experience where podcasts (mainly video podcasts) have been used to support musical interpretation. The data in this project indicates that students feel very motivated when using podcasts, a tool which comes from the 2.0 Web and that has a great potential for working on instrumental techniques.RESUMENAunque el podcasting es una tecnología digital relativamente nueva, se está convirtiendo en una herramienta de gran valor en el ámbito educativo. Aunque sus posibilidades están siendo exploradas principalmente en la educación superior, en los últimos años han ido apareciendo estudios y experiencias llevados a cabo en la educación secundaria. En esta comunicación presentamos una experiencia de trabajo en el aula de música utilizando podcasts (principalmente videopodcasts, podcasts de vídeo) de apoyo a la interpretación instrumental. Los datos de este trabajo indican que el alumnado se muestra muy motivado con el uso de podcasts, una herramienta proveniente de la Web 2.0 con gran potencial para el trabajo de la técnica instrumental. Contacto principal: [email protected]

scholarly journals Young People’s Attitudes to Attractive Work, During and After Upper Secondary School

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Ing-Marie Andersson ◽  
Kristina Gunnarsson ◽  
Ann Hedlund ◽  
Gunnar Rosén
Keyword(s):  
Secondary School ◽  
School Attendance ◽  
School To Work ◽  
After School ◽  
Upper Secondary School ◽  
Job Stability ◽  
Upper Secondary ◽  
People’S Attitudes ◽  
Employee Identification ◽  
Upper Secondary Schools

<div class="page" title="Page 1"><div class="layoutArea"><div class="column">Attractive work has been defined as a job position which an individual wants, where the employee experiences job stability and where employee identification and dedication are fostered. The present study is aimed at increasing knowledge about attitude changes to work during young people’s transition from school to work-life. A closed cohort, consisting of 225 pupils from graduating classes in 10 upper secondary schools in Sweden, was studied. The most significant result was found in the pupils’ expectations regarding work attractiveness while they were still attending school and in the subsequent year, after they had finished school. During school attendance, there were no differences between the groups, while those who did not find employment after school greatly reduced their demands regarding attractive work.Those who managed to get a job maintained the same level of expectation as during their school years, in terms of requirements for an attractive job. </div></div></div>

Identity status and emotion regulation in adolescence and early adulthood

2013 ◽  
Vol 44 (3) ◽  
pp. 288-298 ◽  
Author(s):  
Paweł Jankowski
Keyword(s):  
Emotion Regulation ◽  
Identity Development ◽  
Secondary School ◽  
Identity Formation ◽  
Early Adulthood ◽  
Identity Status ◽  
Upper Secondary School ◽  
Identity Statuses ◽  
Post Secondary ◽  
Upper Secondary

Abstract The article presents the results of a study investigating the links between emotion regulation and identity. The aim of this study was to explore the relationship between the two variables. On the basis of neo-eriksonian theories, an attempt to specify the role of emotion regulation in the process of identity formation was made. The study involved 849 people (544 women, 304 men) aged 14-25. The participants attended six types of schools: lower secondary school, basic vocational school, technical upper secondary school, general upper secondary school, post-secondary school, and university. The research was conducted with the use of two questionnaires: Difficulties in Emotion Regulation Scale (DERS) and Dimensions of Identity Development Scale (DIDS). The analysis of the results points to a partial confirmation of the assumed hypotheses about the differences between people with different identity statuses in respect of the six investigated dimensions of emotion regulation. Also, the hypotheses about the links between the dimensions of emotion regulation and dimensions of identity in the subgroups with different identity statuses were partially confirmed.

scholarly journals Ready or Not, Here They Come: Inclusion of Invisible Disabilities in Post-Secondary Education

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Karen Csoli ◽  
Sheila Bennett ◽  
Tiffany L Gallagher
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Students With Disabilities ◽  
School Level ◽  
Access To Higher Education ◽  
Post Secondary Education ◽  
Secondary Educators ◽  
Post Secondary ◽  
Invisible Disabilities ◽  
Novel Concept

In Ontario, elementary and secondary school programs such as "School Success" and legislation such as Education for All have greatly increased the success of students with disabilities. Success at the secondary school level means that more students with disabilities are choosing to attend postsecondary institutions. This paper focuses on the transition of students with invisible disabilities from secondary to post-secondary education. Universal Instructional Design is reviewed as an appropriate teaching tool for the postsecondary level, as it allows for increased access to meaningful learning experiences for students with and without disabilities. At this point in time, rights-based inclusion is still a novel concept and post-secondary educators struggle with what it means and what it looks like to include learners with disabilities. Issues that prevent the rights of individuals with special needs from being realized include access to higher education, limited funding, and employment equity.

scholarly journals Inclusive Educational Spaces and Social Pedagogical Recognition: Interaction- and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education

2021 ◽  
Vol 11 (11) ◽  
pp. 754
Author(s):  
Goran Basic ◽  
Galina Vasylivna Lokareva ◽  
Nadiya Vasylivna Stadnichenko
Keyword(s):  
Secondary Education ◽  
Social Constructivism ◽  
Sociology Of Knowledge ◽  
Structural Characteristics ◽  
Practical Work ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Social Pedagogy ◽  
Upper Secondary ◽  
Educational Spaces

The purpose of this article is to provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and also presents the authors’ interpretations of their essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational spaces are derived from the organisational and practical work of compulsory and upper-secondary schools related to newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future actors. The importance of recognizing the role of creative educational spaces as a leading requirement for the preparation of students for future communicative interactions in professional communication is revealed, and the structural characteristics of these spaces’ content and functional load are provided. Inclusive educational spaces and professionals’ inclusive approach demand that schools practically and collaboratively organise work with students in the educational space, show support for them and give them room to manoeuvre to ensure that professional actors in the school and university thrive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that, to a certain extent, govern practical work in these educational spaces. The study contributes to the development of knowledge regarding (1) dealing with social interaction and inclusive educational spaces combining (a) the experiences of students in educational space, (b) the experiences of professional actors in educational space, and (c) the development of integration and social pedagogical recognition in educational space; (2) the significance of these social interactions and inclusive educational spaces in the creation and recreation of students’ and professionals’ identities; and (3) alternative social pedagogical approaches to analysing inclusive educational spaces in compulsory, upper-secondary and post-secondary education.

scholarly journals School-University Partnerships: A Model for Supporting Transition and Persistence from K-16

2019 ◽  
Vol 12 ◽  
pp. 166-176
Author(s):  
Catharine Dishke Hondzel ◽  
John Churchley ◽  
Susan Lidster
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Student Success ◽  
Present Article ◽  
Educational Institution ◽  
Faculty Members ◽  
Personal Goal ◽  
Post Secondary Education ◽  
University Partnerships ◽  
Post Secondary

The reasons why students persist in their post-secondary learning are complex. This paper proposes a model for the development of K-16 partnerships that promote student success through the transition from secondary school to post-secondary, supported by teachers, faculty members, and educational developers. This model proposes that each of the partners engage in developing sustainable, collaborative projects. These projects have at their core a focus on students’ transition from one educational institution to the next, with the intended outcome of increasing rates of persistence, while reducing rates of attrition. Not all students may have post-secondary education as their personal goal, but for those that do, this support model aims to provide a framework to scaffold the transition so that learners are successful, and teachers and faculty are prepared to support learners as they move from one institution to another.   Les raisons qui expliquent pourquoi les étudiants persistent dans leur apprentissage postsecondaire sont complexes. Le présent article propose un modèle pour l’élaboration de partenariats K-16 qui vise à favoriser la réussite étudiante lors de la transition de l’école secondaire à l’éducation postsecondaire avec l’appui d’enseignants, de professeurs et de concepteurs pédagogiques. À la base, ces projets se focalisent sur la transition des étudiants d’un établissement d’éducation vers un autre. Ils visent à faire augmenter le taux de persistance et à faire diminuer le taux d’abandon. L’éducation postsecondaire ne constitue pas forcément un but personnel pour tous les étudiants, mais pour ceux dont c’est l’objectif, le présent modèle vise à fournir un cadre pour structurer la transition et soutenir la réussite des apprenants de même que la préparation des enseignants et des professeurs qui appuieront les étudiants dans leur transition.

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