Higher Secondary Education Research Articles

Lifestyle Factors of a Five-Year Community-Intervention Program: The Hartslag Limburg Intervention

Community-based health promotion is a widely advocated strategy in public health to favorably alter lifestyle. The aim of this study was to investigate the net effect of a cardiovascular disease-prevention program (Hartslag Limburg) on lifestyle factors after 5 years of intervention (1998-2003). In a cohort study, 5-year mean changes in lifestyle factors (energy intake; fat intake; time spent on leisure-time physical activity; walking, bicycling, and sports; and smoking behavior) between subjects from the intervention area (n=2356) and the control area (n=758) were compared for men and women and for those with a low (less than intermediate secondary education) and a moderate (intermediate vocational or higher secondary education) or high (higher vocational education or university) educational level. Adjustments were made for age and the mean of the individual pre- and post-intervention measurement of the variable under study. When stratifying for gender, adjustments were made for educational level, and vice versa. In general, lifestyle factors changed unfavorably in the control group, whereas changes were less pronounced or absent in the intervention group. The adjusted difference in mean change in lifestyle factors between the intervention group and the control group was significant (p<or=0.05) for energy intake (-0.2 megajoule per day among both women and those with a low educational level); fat intake (-2.5 grams per day [g/d] among women and -3 g/d among those with a low educational level); time spent walking (+2.2 hours per week [hrs/wk] among women and +2.3 hrs/wk among those with a low educational level); time spent on total leisure-time physical activity (+2.1 hrs/wk among women); and time spent bicycling (+0.6 hrs/wk among those with a low educational level). The community intervention Hartslag Limburg succeeded in preventing age- and time-related unfavorable changes in energy intake, fat consumption, walking, and bicycling, particularly among women and those with low SES.

Expansion without equity: An analysis of current policy on access to higher education in Brazil

Access to higher education in Brazil is to a large extent restricted to the higher socio-economic groups. Public universities have limited places and entry is determined by highly competitive exams, thereby excluding those who have not had a high quality secondary education or attended an expensive preparatory course. There has been considerable growth in the private sector to absorb the excess demand, but the majority of Brazilians cannot afford the fees. This paper develops a concept of equity in higher education in which, firstly, there should be sufficient places in the system as a whole and, secondly, all people should have a fair opportunity of attending the university of their choice regardless of socio-economic background. Recent efforts to expand access are analysed, including incentives for the growth of private universities, student loans and the new Prouni initiative, in which private institutions provide free places to low-income students in return for tax exemptions. While these initiatives have the potential to increase the total number of places, they will not lead to an equitable expansion, as disadvantaged students will still be confined to courses of lower quality or with lower subsequent value on the employment market. Initiatives aimed at the public sector such as the introduction of quotas and changes to entry examinations are also discussed. Finally, some implications for future policy development are outlined.

A spatial analysis of common property deforestation

This paper develops and tests a theory of common property deforestation over space. The model examines both the spatial distribution of forest loss and the total amount of deforestation within a given community, showing how these outcomes are jointly determined. The model equations are estimated in a four-step process using data from 318 Mexican common properties. In contrast to previous deforestation theories, this paper shows that the allocation of deforestation across space is dependent upon both the absolute and relative quality and location of each hectare of land in the same community and on the overall deforestation decision of the community. Simultaneously, total deforestation depends upon the value of deforested land, which is determined by its physical attributes, as well as the characteristics of the community that affect its collective choice problem. Smaller group size, higher secondary education, and greater inequality correspond to lower deforestation.

KiHS: Bridging the Traditional and Virtual Classroom in Canada’s First Nation Schools

KO’s Internet High School (KIHS) provides Grade Nine and Ten students from remote and isolated First Nation schools in Ontario’s far north with the opportunity to receive a high quality secondary school education without having to leave their families and communities. Until KiHS, students as young as fourteen had to leave home and attend school in urban communities. With KiHS, these students can remain home during these critical years and are better equipped both academically and socially to cope with the challenges of city life when they choose to complete their high school education in the south. For more information, see www.kihs.knet.ca

Single dose mifepristone, single dose levonorgestrel, or 2 dose levonorgestrel were effective emergency contraceptives

<h3>Aims</h3> Human scabies is a common contagious infestation in the developing world that is predominantly related to poverty and overcrowding. This study aimed to assess the clinical–demographic profile and quality...

Status of Higher Secondary Schools Scheme in the Punjab Province of Pakistan

Basically aims at exploring whether a single definitive structure for secondary and higher secondary education is appropriate for Pakistan or not. The results show that the pedagogical and pastoral environment of the Higher Secondary Schools Scheme (HSSS) gradually improved between 1987‐94, although various factors like financial constraints, lack of physical facilities etc. prevailed in these institutions. It further explores the fact that not only has enrolment in grade XI increased in these institutions, but pass rates in XII have also been improving annually. The analysis of Boards’ results indicates that the achievement of students in arts subjects was better than that of students in science subjects. Gender did not appear to be a significant indicator in this regard. High correlation was found between enrolment and passing.

Training Bangladeshi Professors to be Teacher Trainers

In 1996 and 1997, as part of the Bangladesh Higher Secondary Education Project, the author and three local colleagues provided consultancy support to assist college professors to become teacher trainers in four newly established teacher training institutes for higher secondary teachers (grades 11 and 12). At an individual level the process sought to introduce the concept of practical training and to develop relevant skills. At an institutional level staff were encouraged to work as a team in delivering training, especially in implementing an Action Research module developed by the consultants, and to recognise that the institutional context provided a vehicle for learning from each other. Surprisingly the professors developed positive attitudes to their role and productivity increased dramatically over the consultancy, although resources were inadequate and working conditions difficult. Strategies to sustain teacher training on the termination of the project are outlined.

Vocational higher secondary education graduates in the state of Gujarat

The Indian Government remains committed to the policy of diversification of the secondary curriculum, despite considerable evidence that vocational secondary education is struggling to establish itself. This article provides detailed information on the experiences and views of the limited number of successful graduates from secondary vocational courses who have entered the world of work. It draws on evidence from a large survey, conducted in Gujarat in 1996, of the views of students and exstudents of such courses. The evidence confirms the findings of previous studies that participation in vocational secondary education is linked to the students' socio-economic status, caste background and parental educational level, but also indicates that poorer students, driven by economic necessity, and with fewer private and familial resources, are the most likely to accept entry into the world of work at the end of their vocational schooling.

Integration of Caribbean immigrants in a welfare state city: Surinamese and Antilleans in Amsterdam

‘Blacks, who are trapped in ghetto-like urban environments and who fail to participate in society, who are not able to get a decent house and cannot get a proper job’: that is the stereotypical fearful image particularly associated with US cities. It also seems to play a major role in the political and scientific debates about integration of (black or coloured) immigrants into other countries. This is certainly true for the Netherlands, where the fear of the ghetto is frequently expressed in relation to the settlement of Caribbean, Turkish and Moroccan immigrants. However, whereas the stereotype of the ghetto may be valid for some parts of the black population in some US cities, the immigrant settlement patterns in the US and elsewhere seem to require other images. Certainly the European (and again specifically the Dutch) situation should not be referred to using labels like ‘the ghetto’, not even when it concerns black Caribbean immigrants of African origin. In this paper we analyse the level of integration of Dutch Caribbean immigrants, i.e. Surinamese and Antilleans. Integration was investigated in the spatial sphere and in the housing market and labour market contexts in the Netherlands, and more particularly in Amsterdam. Moderate levels of spatial segregation and a fairly strong housing market position indicate high levels of integration. Their position on the labour market, which initially was less favourable, has recently improved substantially, and coincides with advancement in higher secondary education among Surinamese youths. The article sets out that these achievements are likely to be associated with the wider organisation of the Dutch welfare state and with the booming economy. Since currently that welfare state is under revision, with an increase in social polarisation and a reduction of housing support among the likely effects, and since employment opportunities for many immigrants are strongly related to the business cycle, the future prospects for Caribbean immigrants are not unambiguously positive. Copyright © 2000 John Wiley & Sons, Ltd.

Vocational teachers in higher secondary schools in developing countries: a case study of Gujarat

A common theme in the debate about the role of diversified secondary education in developing countries has been the ability of school systems to recruit and retain competent teachers. This article examines the position of vocational teachers in higher secondary schools in Gujarat, India – a country committed to further expansion of vocational education at junior and higher secondary level. It presents evidence from an extensive survey of 21 schools offering vocational courses drawing on information collected from principals, teachers, students, ex-students and employers. The study found that vocational teachers were mainly the product of academic routeways, possessed little or no industrial experience and were not attracted to their position by a positive orientation to vocational education. The article concludes with an examination of three major staff related issues which confront those planning for improvement invocational education in higher secondary education.

The Interface between Secondary and Higher Education‐‐The Case of Slovenia: 1989‐1999

Slovenia has introduced the Matura, an external examination taken at the conclusion of higher secondary education. This examination has two distinct purposes: to certify completion of secondary education and to replace all entrance examinations that might be required for selection and matriculation. As Slovenia was the first country in central and eastern Europe to introduce an external examination at the interface of secondary and higher education, its experience might serve as an example to other countries in the region wishing to move in a similar direction. This article describes the new examination that has been successfully administered in Slovenia since 1995, its structure, and the impact it has had on the education system, particularly on higher education, Matura results determining admission to course programmes.

Students’ Perception of the Moral Atmosphere in Secondary School and the Relationship Between Moral Competence and Moral Atmosphere

This study of students’ perceptions of the moral atmosphere in secondary schools was mainly inspired by the Just Community theory of Power, Higgins and Kohlberg (1989). The concepts they used in their intervention studies of schools developing into a Just Community were operationalised through a paper‐and‐pencil instrument for the measurement of students’ perception of the moral atmosphere in school. To assess the reliability, validity and the power of the instrument a study was carried out in which 1553 students from 32 Dutch secondary schools participated. The schools were selected from among four types of schools varying in educational level: (1) junior vocational secondary education, (2) intermediate secondary education, (3) university preparatory and higher secondary education and (4) schools that were a mixture of intermediate secondary education, and university preparatory and higher secondary education. Analysis of variance revealed significant differences between schools and school types. Analyses of covariance with students’ moral competence (assessed with the SROM‐sf) as a covariate and moral atmosphere as dependent variable, showed that the effect of school, for all the schools taken together and for each school type, remained significant. The practical significance of these results is addressed.

A conceptual framework of sociological perspectives on the pursuit by adults of access to higher education

The starting point for this paper is the current ambition in Norway and other countries to increase the rate of entry into higher education of mature students. Intransigency amongst suppliers of higher education on entry standards means that any such increase must involve a greater preparedness amongst adults to pursue access to higher education via participation in higher secondary education. The purpose of this paper is to improve our understanding of the preparedness of adults, or lack of it, to pursue access to higher education through participation in the examination‐based higher secondary education (HSE) for adults. In doing so we must confront the general underutilization of theory in research into participation in adult education coupled to the failure by researcher and theoretician alike to acknowledge the heterogeneity of the field. The article develops a conceptual framework of perspectives on participation in HSE for adults within which the core perspectives are derived from the prevailing the...

Senior Instructors and the Women's Movement in the Struggle for Female Education, Illustrated by the Example of Girls' Secondary Education in Hamburg

The history of girls' secondary education in Germany was marked at the turn of the century by the battle to establish standards and girls' secondary school education's connection with the authority system. The most bitter conflicts between the interest groups of girls' school teachers and the interests of the female teachers involved in the women's movement took place in Prussia, although the state seemed to have played a more moderating role. In 1870, girls' secondary schools gained equal status with the middle schools, as a first step to their incorporation into higher secondary education. Educators directing girls' schools viewed this achievement as the first success of their vocational policy. Educators at girls' schools were either male teachers trained in teachers' training schools who aspired to social advancement by being promoted to a girls' higher secondary institution, or they were academic teachers who for various reasons were unable to get a position in boys' higher secondary education. In ...

Socioeconomic Outcomes From Adult Education

The study takes as its starting point recent structural changes in the Norwegian labor market resulting in older people and women in general increasingly reseeking career entry. For adults with no more than compulsory education, Higher Secondary Education for adults is one possible first step towards acquiring career entry. Applying a Status Attainment approach, the article assesses the degree to which career-related adult education promotes social mobility and the degree to which gender and age modify outcomes for a sample of Norwegian adults. It is emphasized that although reentry education is rapidly increasing, paradoxically there is a dearth of studies of outcomes in terms of subsequent occupational status. Hence the need to introduce the Status Attainment approach to adult education.

Differentiation and integration in the Swedish upper-secondary school

This country report is devoted to the “Upper secondary school” introduced in Sweden in 1971, whose creation is the most radical reform attempted in Europe. It strives to integrate study-related and occupation-related education in higher secondary education. A brief explanation of the new concept is followed by a discussion of the structural and curricular characteristics of this school type, with emphasis on the importance of “general subjects”. In the final section the didactic principles of differentiation and integration and their implications for the organisational structure are juxtaposed and their interdependence is investigated.

Representaciones sociales que poseen estudiantes de nivel medio superior acerca del aprendizaje y enseñanza de las Matemáticas

En este trabajo se identifican, a través de la propuesta teórica metodológica de las representaciones sociales, percepciones, ideas e imágenes que del aprendizaje y enseñanza de las Matemáticas posee un grupo de estudiantes del nivel medio superior del área de Física y Matemáticas del Instituto Politécnico Nacional, en la Ciudad de México. Para la recolección de la información se trabajó con 67 estudiantes, a quienes se les aplicó un cuestionario con preguntas abiertas y con quienes se realizaron entrevistas grupales en equipos de tres o cuatro integrantes. Las respuestas del cuestionario fueron analizadas localizando dimensiones que concentraran un significado particular con la intención de organizar categorías que permitieran establecer jerarquías de los contenidos y ubicar el campo de la representación. Las entrevistas grupales contribuyeron a esclarecer el significado de las palabras, frases y nociones de sentido común utilizadas por los estudiantes.

Traveling Teacher Program

RETURN TO ISSUEPREVNewsNEXTTraveling Teacher ProgramTouring science teachers to lecture to high school classes throughout countryCite this: Chem. Eng. News 1956, 34, 14, 1568–1570Publication Date (Print):April 2, 1956Publication History Published online5 November 2010Published inissue 2 April 1956https://doi.org/10.1021/cen-v034n014.p1568aCopyright © 1956 AMERICAN CHEMICAL SOCIETYArticle Views2Altmetric-Citations-LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit PDF (544 KB) SUBJECTS:High school teachers,Secondary education,Teaching and learning methods Get e-Alerts

SECRETARY'S OFFICE

RETURN TO ISSUEPREVNewsNEXTSECRETARY'S OFFICEALDEN H. EMERYCite this: Chem. Eng. News 1955, 33, 22, 2322Publication Date (Print):May 30, 1955Publication History Published online5 November 2010Published inissue 30 May 1955https://doi.org/10.1021/cen-v033n022.p2322Copyright © 1955 AMERICAN CHEMICAL SOCIETYArticle Views3Altmetric-Citations-LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit PDF (139 KB) SUBJECTS:Chemistry education,High school chemistry,Secondary education,Teaching and learning methods Get e-Alerts