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2022 ◽  
pp. 191-206
Author(s):  
Barbara van Ingen ◽  
Brent Bradford ◽  
Patricia Bowman ◽  
Bruce Uditsky ◽  
Jaime Skidmore ◽  
...  

2022 ◽  
Vol 6 ◽  
Author(s):  
Frank van Tubergen

Refugees face significant barriers in the labor markets of western countries due to limited transferability of educational credentials. Post-migration education can increase refugees’ chances in the labor market, but little is known about the prevalence and underlying patterns of such post-secondary educational investments. I contribute to the literature by analyzing survey data from the Netherlands on post-migration education among more than 3,000 adult refugees who come from Afghanistan, Iran, Iraq, former Yugoslavia, and Somalia. I find that refugees’ investments in schooling depend on both pre- and post-migration characteristics. Results show that post-migration schooling is more common among adult refugees who are higher educated, who arrived at a younger age, who have applied for recognition of their foreign education, and who have (successfully) participated in integration and/or language courses. When refugees are kept in an asylum center for a longer time, they are less likely to invest in post-migration education.


2022 ◽  
Author(s):  
Cristina Virag-Iorga ◽  
◽  
Cristian Silviu Banacu ◽  

The research aims to identify learning styles in health education institutions. The analysis was applied in post-secondary health schools, identifying in addition to the general characteristics of the group, particular aspects of the Kolb model, which determines the belonging to a learning style. The research tool used was Kolb's questionnaire, it was applied in two health education units, in order to be able to capture possible differences between the learning styles present in the respondents of the general nurse specialization. It should be noted that the emphasis was on the four learning styles present in Kolb's model, as this model is the best known and it is still widely used in research. The study highlighted the fact that there is a diversity of learning styles identified within these health education institutions that depend to a greater or lesser extent on the age of the respondents. This research can be extended, being able to be applied in several post-secondary health education units in order to increase the degree of accuracy, the study can be carried out both in state or private health education units, thus increasing the complexity and will be able to obtain even more relevant results.


2022 ◽  
Vol 31 (1) ◽  
pp. 62-76
Author(s):  
Catherine Fichten ◽  
David Pickup ◽  
Jennison Asunsion ◽  
Mary Jorgensen ◽  
Christine Vo ◽  
...  

We conducted a general Google search and a scoping review of various types of artificial intelligence (AI) based technology – mobile, web-based, software, hardware – used by college and university students to do schoolwork. The main findings indicate that (1) there is no generally agreed upon definition of AI, and (2) there is a huge discrepancy between the popular press articles that are behind the AI hype and the scientific literature. The popular press provides an overview of the AI tools available to students with disabilities and discusses how students can use these tools. The scientific literature is primarily devoted to tool development and has poor methodology. We conclude that the potential of AI for post-secondary students with disabilities is enormous, but that informed research about these tools is scant, with a profound lack of demonstrated scalability. Research needs to address “real-world” uses of AI-based tools by post-secondary students with disabilities.


2022 ◽  
pp. 004005992110669
Author(s):  
S. Blair Payne ◽  
Elizabeth Swanson

Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly impact a teens ability to achieve post-secondary success, as executive functions support planning, goal setting, and organization. This article provides instruction on how to support teens with disabilities on three executive functions: (a) building habits that form routines, (b) utilizing sensory reminders to manage time, and (c) applying a planning tool. This article also instructs teachers on embedding executive function instruction within transition planning for individualized education programs.


2022 ◽  
Vol 13 (3) ◽  
pp. 2757-2766
Author(s):  
Andi Febri Herawati ◽  
Alfitriani Siregar ◽  
Yusrizal Yusrizal ◽  
Anita Ade Rahma ◽  
Avid Leonardo Sari ◽  
...  

The rapid development of technology has increased the demand for information technology-based learning media, which is becoming increasingly necessary. E-Learning, also known as information technology-based learning media, is changing how education is delivered from a traditional to a digital format. At this time, the world is being affected by the COVID-19 pandemic, which is causing restrictions on activities and gatherings and causing difficulties in lectures. Electronic learning, the most widely used learning medium by all groups, is seen as a solution to keep the learning going in higher education, from primary to post-secondary levels of education. The purpose of this study was to investigate the use of E-Learning as a learning medium in the Indonesian language education department of universities following the outbreak of the COVID-19 pandemic. This study uses a qualitative approach with descriptive analysis to implement Indonesian language education learning by taking samples from lecturers who teach Indonesian courses at the Manado State Islamic Institute and Manado State Christian Institute. According to the study's findings, using information technology as a medium of learning in Indonesian language education courses through e-learning is beneficial, particularly in light of the country's ban on face-to-face instruction. Then, the university should continue to develop e-learning to improve the ease and quality of the teaching and learning process, increase student learning effectiveness, and broaden its reach.


2022 ◽  
pp. 256-278
Author(s):  
Catherine Lipson

This study examines ways to provide assistive technology interventions within literacy courses for adolescents and young adults with disabilities. Instead of separating students from their peers during reading and writing assignments, literacy teachers who implement assistive technology can support equitable access to school curricula and technology-based learning resources. Unresolved questions about teacher training and accessibility led to the problem statement: What technology resources have special education service providers found useful during literacy instruction for students with support needs? Research reporting findings from intervention studies and/or interviews with educators showed differences between activity systems in secondary and post-secondary environments. Teachers' beliefs and expectations about student characteristics and the need for individual assistance could contribute to inequities in access to literacy instruction. The thematic analysis revealed practices within literacy classes that can decrease or maintain inequities for students with support needs.


2022 ◽  
pp. 104-114
Author(s):  
Cheryl Irish

Students with disabilities are choosing post-secondary educational options at increasing rates. While students with learning disabilities are endeavoring to earn degrees, many have typically struggled to meet the academic requirements. Research findings suggest that appropriate academic support tailored to individual needs and provided throughout the course of study can be effective in assisting students to attain a bachelor's degree. Effective supports for college students with learning disabilities include strategies that allow for multiple means of engagement, representation, and expression. This chapter will explore the college journey of a young man with nonverbal learning disabilities. The characteristics of NVLD and how those characteristics were expressed in his life will be reviewed. The student and a professor from the university discuss specific supports that lessened the effects of deficient executive function and information processing. The author also shares how the ongoing supports provided in college facilitated the student's attainment of a bachelor's degree.


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