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.

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 31. Exploring Motivational and Learning Differences With Mature Students in Post-Secondary Education

2011 ◽  
Vol 3 ◽  
pp. 189 ◽  
Author(s):  
William C. Murray ◽  
Leslie Smith ◽  
Keith Nielson
Keyword(s):  
Secondary Education ◽  
New Brunswick ◽  
Financial Burden ◽  
Educational Institution ◽  
Post Secondary Education ◽  
Learning Differences ◽  
Post Secondary ◽  
Age Cohorts ◽  
Mature Students ◽  
Family Issues

This study examines the differences that exist among various age cohorts attending a post-secondary educational institution. Respondents were from the New Brunswick Community College’s six separate campuses (n=251). Significant differences were found to exist predominantly around social and family issues. Although differences did appear based on age groupings, a small amount of variation appeared when compared with theoretical literature. The largest barrier to post-secondary education that existed, regardless of age, was the financial burden placed upon the learner.

Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education

Ethnicities ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 277-294
Author(s):  
Cynthia L Bejarano ◽  
Jeffrey P Shepherd
Keyword(s):  
Secondary Education ◽  
Student Success ◽  
Paradigm Shift ◽  
Latino Students ◽  
Space And Place ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Alternative Approach ◽  
Latino Student Success ◽  
The U.S

This essay proposes an alternative approach to Latino student success through a “border-rooted” paradigm shift in post-secondary education. A “border-rooted” paradigm reflects the local socio-cultural and historical epistemologies that impact post-secondary education, and how space and place impacts educational settings that serve Latino students.

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 Sinking or Swimming in an Academic Pool: A Study of Resiliency and Student Success in First-Year Undergraduates

2019 ◽  
Vol 49 (1) ◽  
pp. 60-84
Author(s):  
Claire A Wilson ◽  
Sarah E Babcock ◽  
Donald H Saklofske
Keyword(s):  
Academic Success ◽  
Secondary Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Protective Factor ◽  
Academic Skills ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Sense Of Mastery

The transition from high school to post-secondary education presents challenges for students. Many variables have been identified as significant predictors of student achievement. Resiliency, defined as the ability to overcome challenges and adversity, may be particularly relevant during the adjustment to post-secondary education. This study assesses whether resiliency incrementally predicts student success after controlling for additional predictors. Participants were 277 undergraduate students who completed self-reports of academic skills, resiliency, personality variables, emotional intelligence (EI), and perfectionism. Students’ year-end GPA was collected from the university registrar. Hierarchical regression analysis revealed that resiliency, measured by sense of mastery, negatively predicted GPA after controlling for other predictors. The sense of mastery facet of self-efficacy positively predicted GPA; however, the adaptability facet was a significant negative predictor of GPA. Findings suggest that self-efficacy is a salient predictor of academic success, and that strong academic skills may serve as a protective factor for poor adaptability.

Determinants of utilization of antenatal care services in Kumbotso village, Northern Nigeria

2005 ◽  
Vol 35 (2) ◽  
pp. 110-110 ◽  
Author(s):  
M Kabir ◽  
Z Iliyasu ◽  
I S Abubakar ◽  
A A Sani
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Antenatal Care ◽  
Rural Community ◽  
Post Secondary Education ◽  
Childbearing Age ◽  
Post Secondary ◽  
Secondary School Education ◽  
Care Services ◽  
The Village

Women of childbearing age in a rural community in Kano state were interviewed to ascertain the determinants of utilization of antenatal care services in the village. Of the 200 women studied, 118 (59%) utilized antenatal care services during pregnancy. A majority (86%) of those who attained secondary school education, all of those with post-secondary education and 83% of those whose husbands had post-secondary education utilized antenatal care services.

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