scholarly journals High School to University in Ontario: Did an Extra Year Make a Difference?

2005 ◽  
Vol 35 (2) ◽  
pp. 99-119
Author(s):  
Patrick Brady ◽  
Philip Allingham
Keyword(s):  
Secondary School ◽  
Teacher Education Program ◽  
First Year ◽  
Post Secondary Education ◽  
Credit System ◽  
Academic Credit ◽  
Post Secondary ◽  
Significant Difference ◽  
University Level ◽  
The University

This study examined perceptions of preparedness for post-secondary education in the province of Ontario. Participants were 272 university students enrolled in the first year of a four-or five-year concurrent teacher education program and represented two distinctive groups: (a) entrants who had completed the old five-year Ontario Academic Credit system, and (b) those who were admitted to university via the new four-year program. They responded to a questionnaire which inquired into the degree to which they believed that their final year of secondary school had adequately prepared them for the transition to university level studies. Although data analysis did not reveal any significant difference between the two groups in terms of academic achievement, Grade 12s reported feeling less prepared overall for the challenges of university, especially in terms of the acquisition of specific academic skills, as well as adjustment to the university social milieu.

scholarly journals Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

2018 ◽  
Vol 8 (1) ◽  
pp. 12 ◽  
Author(s):  
Amanda Glaze
Keyword(s):  
Teaching And Learning ◽  
Science Literacy ◽  
Secondary Science ◽  
Post Secondary Education ◽  
Post Secondary ◽  
University Level ◽  
Problem Solve ◽  
The University ◽  
University Settings ◽  
Literate Society

It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

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 Psychology Students' Perceptions of COVID-19 in a Death Education Course

2021 ◽  
Vol 9 ◽  
Author(s):  
Ines Testoni ◽  
Erika Iacona ◽  
Cecilia Corso ◽  
Sara Pompele ◽  
Laura Dal Corso ◽  
...  
Keyword(s):  
Social Life ◽  
Psychology Students ◽  
First Year ◽  
Death Education ◽  
Contemporary Culture ◽  
Training Experience ◽  
Future Health ◽  
Effective Strategies ◽  
University Level ◽  
The University

The systematic removal of death from social life in the West has exposed people living in areas affected by COVID-19 to the risk of being unable to adequately manage the anxiety caused by mortality salience. Death education is a type of intervention that helps people manage their fear of death by offering them effective strategies to deal with loss and anxiety. To that end, a path of death education has been carried out with University students of psychology. The main purpose of the research is to understand how students who participated in the death education course perceive the lockdown experience in light of course teachings. The research was carried out at a University in northern Italy in an area severely affected by COVID-19, during the first year of the pandemic. The group of participants included 38 students, 30 women and 8 men, with an average age of 25.45 years (SD = 7). At the end of the course, the students could respond on an optional basis to the request to comment on the training experience according to what they experienced during the pandemic. A thematic analysis was subsequently carried out on the texts, which made it possible to identify the most relevant thematic areas for the students. The qualitative analyses permitted recognition of three main forms of discovery: the removal of death in contemporary culture; the importance of community, ritual and funeral, and spirituality; and the significance of death education for future health professionals. The texts have highlighted how the removal of these issues exposes people to the risk of being unable to handle extremely painful events such as those related to dying. The results show the positivity of death education pathways conducted at the University level to help students reflect on these issues and manage the related anguish.

Should I stay, or should I go? Migration attitudes after the financial crisis (2014–19) among students from Halabja (KRI)

2020 ◽  
Vol 14 (3) ◽  
pp. 201-222
Author(s):  
Silvia-Lucretia Nicola ◽  
Shahen Mohammed Faraj
Keyword(s):  
Financial Crisis ◽  
Brain Drain ◽  
Kurdistan Region ◽  
Young Population ◽  
Post Secondary Education ◽  
Social Unrest ◽  
Post Secondary ◽  
Job Opportunities ◽  
First Results ◽  
The University

Students from the University of Halabja were asked in a survey conducted in April 2019 about their attitudes towards emigration in the wake of a prolonged financial crisis burdening the Kurdistan Region of Iraq (KRI) since 2014. While these students are not yet migrants, researching the reasons for their envisaged migration helps to better understand the challenges they face. Despite a continuous development of its post-secondary education sector, the KRI still struggles with low absorption rates of graduates. At the same time, the KRI exhibits a growing youth bulge, as well as high unemployment levels among its young population. These unfavourable conditions might cause a brain drain, pushing the educated youth to leave the country in search of better financial means, as well as waves of social unrest as seen throughout Iraq and the wider Middle East. First results show that more than half of the surveyed students have considered emigrating. Local job opportunities would, however, diminish their percentage.

scholarly journals New dimensions - nursing education in the post-secondary education system in the Republic of South Africa

Curationis ◽  
1983 ◽  
Vol 6 (1) ◽  
Author(s):  
C. Searle
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
South African ◽  
Advisory Council ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Academic Level ◽  
Teacher Training Colleges ◽  
The Republic ◽  
The University

On April 5, 1982 in her capacity as President of the South African Nursing Association, the author received a letter from the then Minister of Health. Dr. the Hon. L A P A Munnik to inform her that the Minister of Education had submitted the information to him that the Advisory Council of the Universities of South Africa had approved the principle whereby universities could develop an association with nursing colleges on the same lines as exist in respect of teacher training colleges, that is, as colleges external to the university but linked on an academic level to the university concerned.

Sums of Consecutive Positive Integers

1975 ◽  
Vol 68 (1) ◽  
pp. 18-21
Author(s):  
Robert W. Prielipp ◽  
Norbert J. Kuenzi
Keyword(s):  
Secondary School ◽  
Solving Equations ◽  
University Level ◽  
The University ◽  
Positive Integers ◽  
Secondary School Pupils

What is mathematics? For many secondary school pupils, it is solving equations, evaluating determinants, using synthetic division, or finding a derivative. All too frequently what the student does is more closely related to bookkeeping than to real mathematics. Perhaps this is why we have so many prospective mathematic majors at the university level who breeze through calculus but who never seem able to cope with “abstract mathematics.” Their manipulative skills are adequate, but their ability to think has never been developed.

scholarly journals A Comparison of the Effectiveness of Presentation Formats for Instruction: Teaching First-Year Students

2000 ◽  
Vol 61 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Carol Anne Germain ◽  
Trudi E. Jacobson ◽  
Sue A. Kaczor
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Education Programs ◽  
Class Session ◽  
First Year Students ◽  
Web Based ◽  
Significant Difference ◽  
New Students ◽  
Presentation Formats ◽  
The University

First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are difficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment received instruction by a librarian. The effectiveness of the two instructional methods was compared using pre- and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the number of correct test answers.

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