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 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 Regulating Work Experience Programs in the Greek Post-Secondary Education: The Case of Traineeships

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Sofia Boutsiouki ◽  
◽  
Nikolaos Vasileiadis ◽  
Ilias Kouskouvelis ◽  
Vasileios Koniaris
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Work Experience ◽  
Smooth Transition ◽  
Post Secondary Education ◽  
Study Program ◽  
Post Secondary ◽  
Operational Characteristics ◽  
Study Programs ◽  
Experiential Process

The smooth transition of young people to the labor market and their competency in successfully planning and developing their careers constitute key aims of all modern education systems. The implementation of work placements plays an important role in the realization of these aims by enhancing the communication between the education providers and the world of work, and by contributing to the development of professionally oriented competences by young learners. The paper focuses on traineeships, a particular type of work placement, which is implemented by post-secondary education institutions in Greece. A traineeship includes a variety of training processes with clear objectives and predetermined assessment strategies, which help trainees to gain professional skills and experience through an experiential process. Its ability to exercise a strong influence on the professional prospects of young people led many education institutions to integrate traineeship opportunities in their study program either as a compulsory component or as a non-mandatory option. The paper analyses the traineeship component of the study programs of three post-secondary education institutions in Greece, i.e. Institutes of Vocational Training (IVTs), Higher Education Institutions (HEIs) and Technological Educational Institutes (TEIs). More analytically, the paper investigates the legislative provisions concerning the organization and implementation of student traineeships, and records the evolution of the particular learning option over the years. In addition, it attempts to identify indications of interaction between post-secondary education institutions as regards the organization and the particular features of student traineeship schemes, which may imply the development of mutual learning. The paper concludes by articulating some remarks regarding the implementation of traineeships in Greek post-secondary institutions and the improvement of their organizational and operational characteristics.

scholarly journals Regulating Work Experience Programs in the Greek Post-Secondary Education: The Case of Traineeships

2021 ◽  
Author(s):  
Sofia Boutsiouki ◽  
Nikolaos Vasileiadis ◽  
Ilias Kouskouvelis ◽  
Vasileios Koniaris
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Work Experience ◽  
Smooth Transition ◽  
Post Secondary Education ◽  
Study Program ◽  
Post Secondary ◽  
Operational Characteristics ◽  
Study Programs ◽  
Experiential Process

The smooth transition of young people to the labor market and their competency in successfully planning and developing their careers constitute key aims of all modern education systems. The implementation of work placements plays an important role in the realization of these aims by enhancing the communication between the education providers and the world of work, and by contributing to the development of professionally oriented competences by young learners. The paper focuses on traineeships, a particular type of work placement, which is implemented by post-secondary education institutions in Greece. A traineeship includes a variety of training processes with clear objectives and predetermined assessment strategies, which help trainees to gain professional skills and experience through an experiential process. Its ability to exercise a strong influence on the professional prospects of young people led many education institutions to integrate traineeship opportunities in their study program either as a compulsory component or as a non-mandatory option. The paper analyses the traineeship component of the study programs of three post-secondary education institutions in Greece, i.e. Institutes of Vocational Training (IVTs), Higher Education Institutions (HEIs) and Technological Educational Institutes (TEIs). More analytically, the paper investigates the legislative provisions concerning the organization and implementation of student traineeships, and records the evolution of the particular learning option over the years. In addition, it attempts to identify indications of interaction between post-secondary education institutions as regards the organization and the particular features of student traineeship schemes, which may imply the development of mutual learning. The paper concludes by articulating some remarks regarding the implementation of traineeships in Greek post-secondary institutions and the improvement of their organizational and operational characteristics.

scholarly journals Career Dilemmas among Diné (Navajo) College Graduates: An Exploration of the Dinétah (Navajo Nation) Brain Drain

2013 ◽  
Vol 4 (4) ◽  
Author(s):  
James McKenzie ◽  
Aaron P Jackson ◽  
Robert Yazzie ◽  
Steven A Smith ◽  
Amber K Crotty ◽  
...  
Keyword(s):  
Secondary Education ◽  
Brain Drain ◽  
Work Experience ◽  
College Graduates ◽  
Post Secondary Education ◽  
Navajo Nation ◽  
Post Secondary ◽  
Family Culture ◽  
Indigenous Nations ◽  
College Educated

Like many Indigenous nations, the Navajo Nation has worked to develop its human and economic potential. It has provided scholarships and other supports to enable its members to pursue post-secondary education. However, relatively few of these college-educated members return to the reservation to contribute directly to its development. This phenomenon has been termed a brain drain. This study explored the experiences of 28 college-educated Navajos who, while raised on the reservation, were living off the reservation after completing their post-secondary education. Participants indicated a number of factors that went into their decision to live off the reservation. These included: Ké’: Relationships/Connections to Family, Culture, Homeland, People; Iiná: Lifestyle/Lifeway, Desirable Setting, Learned Work Ethic, Social Atmosphere, Togetherness (Diné) vs. Individualism (Mainstream); Bee ach’į’ na’hwii’ná: Resources and Roadblocks to Making a Life, Infrastructure, Services, The “System”; Bee ajit’9: Opportunity, Prosperity and Personal Improvement, Education, Extracurricular, Job Availability, Work Experience.

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.

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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