Your search found 2411 results.

Descriptors:
Academic Achievement; Vocational Education; Teaching Methods; Indo European Languages; Statistical Analysis; Foreign Countries; Secondary School Teachers; Cognitive Style; Secondary School Students; Learning Strategies; Case Studies; Academic Education; Student Attitudes; Mathematics Achievement; Prediction; Native Language Instruction

Abstract:
Background: Research on the relation between teaching and learning approaches has been mainly conducted in higher education and it is not yet clear to what extent the results can be generalised when it comes to secondary education. Purpose: The purpose of this study was to research how students in secondary education perceive their teachers' approaches to teaching in different disciplines, and how this relates to their own learning approaches. Additionally, differences in teaching approaches between mathematics and language teachers were investigated. Sample: The participants in this study were 128 students randomly selected at two secondary schools in two different cities in the Netherlands. Both schools are located in a city with more than 200,000 inhabitants. The students are spread across three different educational levels: lower secondary vocational education (VMBO, 12-18 years), higher secondary education (HAVO, 12-18 years) and academically oriented vocational education (VWO, 12-18 years). Design and methods: In this cross-sectional study, instead of teachers' self-reporting, teaching approaches were measured by student perceptions, which were gathered by means of a questionnaire (N=128). Hierarchical regression analyses were conducted to identify whether perceived teacher approaches predicted students' learning approaches. Finally, analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were carried out to explore differences in how students in mathematics and Dutch-language courses perceived the teaching approaches of their teachers and which learning approaches they consequently adopted. Results: Results indicate that a teacher-centred approach predicts a surface approach to learning and a student-centred approach predicts a deep approach to learning. Next, it was found that students in Dutch-language courses perceive their teachers as more student-centred, and are hence more likely to adopt a deep approach to learning than students in mathematics courses. Conclusions: These results suggest that when schools aim to support students in developing deep-learning approaches, attention on a school level should be paid to teachers' approaches to teaching. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Schools; High Schools; High School Students; Credits; Dual Enrollment; Postsecondary Education; Advanced Placement Programs; Distance Education; Academic Education; Vocational Education; Student Transportation; Student Costs; Institutional Characteristics; Prerequisites; Educational Finance; Associate Degrees; Bachelors Degrees; Certification; Secondary School Teachers; College Faculty; Grouping (Instructional Purposes); National Surveys

Abstract:
This report provides nationally representative data on the prevalence and characteristics of dual credit and exam-based courses in public high schools. For this survey, dual credit is defined as a course or program where high school students can earn both high school and postsecondary credits for the same courses; exam-based courses are Advanced Placement (AP) and International Baccalaureate (IB) courses. The National Center for Education Statistics (NCES) previously collected data on dual credit and exam-based courses for the 2002-03 school year from high schools (Waits, Setzer, and Lewis 2005; Kleiner and Lewis 2005). To gather current data on dual credit and dual enrollment, NCES fielded an updated survey of public high schools on dual credit and a complementary survey of postsecondary institutions on dual enrollment. The study presented in this report collected information from public high schools with grade 11 or 12 about dual credit and exam-based courses for high school students in the 2010-11 school year. NCES, in the Institute of Education Sciences, conducted this survey in fall 2011 using the Fast Response Survey System (FRSS). FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey was mailed to approximately 1,500 public high schools with grade 11 or 12 in the 50 states and the District of Columbia. The unweighted survey response rate was 91 percent and the weighted response rate using the initial base weights was also 91 percent. The survey weights were adjusted for questionnaire nonresponse and the data were then weighted to yield national estimates that represent all eligible public high schools in the United States. Because the purpose of this report is to introduce new NCES data from the survey through the presentation of tables containing descriptive information, only selected national findings are presented. These findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. Readers are cautioned not to make causal inferences about the data presented here. The findings are based on self-reported data from public high schools. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Longitudinal Studies; Educational Trends; Career Education; Academic Education; Career Readiness; College Readiness; General Education; Labor Market; College Bound Students; High School Graduates; Mathematics Achievement; Credits; Politics of Education

Abstract:
This report examines change and stability across two decades in the sociodemographic characteristics, educational experiences, and postsecondary outcomes of high school graduates with different occupational coursetaking patterns. Occupational coursetaking is part of the broader field of career and technical education (CTE), which also includes general labor market preparation and family and consumer sciences education courses. Historically, CTE and occupational studies provided low-achieving or academically disengaged students with courses that prepared them for immediate entry into the labor market. However, the expansion of new types of career education within magnet schools, career academies, and traditional high schools, and the increasingly accepted perspective that all students can benefit from training that improves their workplace skills, suggests that the older dichotomies between college-bound academic education and work-oriented occupational preparation are less salient. To examine whether this is the case, this report uses descriptive statistics to analyze changes across three high school cohorts--the graduating classes of 1982, 1992, and 2004--and compares their involvement in CTE and occupational courses, their academic coursetaking and achievement outcomes, and their initial postsecondary school and work experiences. Nationally representative data come from a series of secondary longitudinal studies conducted by the National Center for Education Statistics: High School and Beyond Study of 1980 Sophomores, the National Education Longitudinal Study of 1988, and the Education Longitudinal Study of 2002. Results show that CTE, as measured by occupational coursetaking, has moved from being a clearly delineated vocational track for graduates headed to jobs immediately after high school to an exploratory program for an increasing proportion of both academic and general curriculum graduates. This shift from "track to field" involves smaller groups of graduates intensively studying an occupational area and larger groups of graduates earning a few occupational credits. It also coincides with shifts toward more academic coursetaking, improved academic achievement in math, and more involvement in postsecondary education for those with more involvement in occupational preparation. The following are appended: (1) Technical Notes; (2) Standard Errors for Main Tables; (3) Fixed-effects Regression Analysis of Mathematics Achievement and Occupational Coursetaking: 1992 and 2004; and (4) CSSC Codes and Titles for Coursetaking Subjects and Areas. [This report was prepared as a background report for the National Assessment of Career and Technical Education (NACTE) and submitted to the U.S. Department of Education, Office of Under Secretary, Policy and Program Studies Service. The report was funded under ED Contract No. ED-04-CO-0030/0002: Analytic, Evaluation, and Policy Support for the Policy and Program Studies Service.] (Contains 76 tables, 6 figures, 2 exhibits, and 11 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Education; Student Attitudes; Measures (Individuals); Parent Attitudes; Undergraduate Students; Parent Participation; Parent School Relationship; Test Anxiety; Role; Correlation; Regression (Statistics); Scores

Abstract:
The effects of perceived parental over-involvement on students' level of test anxiety were examined in two studies. In study 1, parental over-involvement scale was developed. The sample comprised 105 male and female undergraduate college students between the ages of 21 and 26. The scale contained two aspects of parental over-involvement: parental attitudes toward academic studies and parental involvement in academic studies. Students' self-reported attitudes toward academic studies were also included. In study 2, the effects of the three aspects on students' level of test anxiety were examined. The sample comprised 90 male and female undergraduate college students, between the ages of 21 and 26. Research hypotheses were that the two aspects of parental over-involvement and students' attitudes will positively correlate with students' test anxiety and that results will persist with high anxious students. Finally, an exploratory question was examined as to whether the two aspects of parental over-involvement will differ in their impact on test anxiety. As expected all three factors positively correlated with test anxiety; however, regression analysis indicated that only parental involvement was predicting text anxiety. Results for participants with high test anxiety partially supported research hypothesis as parental involvement correlated with test anxiety (TA) total score and with worry but not with emotionality. Findings are discussed as response to the exploratory question. Finally, although not hypothesized, academic education of parents was positively related to students' test anxiety. Results suggest that parental attitudes and behaviors are significant factors in college students' TA. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Intelligence; Foreign Countries; Psychometrics; Socioeconomic Background; Track System (Education); Educational Quality; Vocational Education; Academic Education; Nonverbal Ability; Longitudinal Studies; Grade 7; Grade 10; Scores; Intelligence Tests

Abstract:
Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling--such as ability tracking or, more generally, school quality--can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track. (Contains 7 table, 2 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Education; Public Policy; Humanities; Civil Rights; Teaching Methods; Interdisciplinary Approach

Abstract:
Human rights are rapidly entering the academic curriculum, with programs appearing all over the country--including at Duke, Harvard, Northeastern, and Stanford Universities; the Massachusetts Institute of Technology; the Universities of Chicago, of Connecticut, of California at Berkeley, and of Minnesota; and Trinity College. Most of these programs are in schools of law or public policy, but a few, including those at Macalester and Bard Colleges, are oriented toward the humanities, and the group was considering how best to teach the subject from that perspective, using the resources of philosophy, history, and the arts. On the surface, the subject of human rights represents a wonderful teaching opportunity. All over the country, colleges and universities are talking about how to offer students an education that is engaged, connected, worldly, and interdisciplinary, and the subject of human rights seems ideally suited to those purposes. However, the topic of human rights, so simple in its basic idea, gets complicated under the slightest pressure. It sounds like a simple, powerful curricular motif. But the closer one looks, the more complicated and paradoxical it gets. The author contends that a pedagogy focused on human rights might be able to provide students and their teachers an education not just in the ways of the world but also in the aspirations and limits of education itself. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Aviation Education; Integrated Curriculum; College Curriculum; Flight Training; Academic Education; Air Transportation; Recruitment; Sustainability; School Holding Power; Employment Potential; Undergraduate Study; Graduate Study; School Surveys

Abstract:
Universities offering aviation degree courses face a dilemma when integrating flying training, which is vocational skills training, into an academic degree programme. Whilst flying training for a pilot's licence is provided by flying schools regulated by a country's Civil Aviation Authority, the HE sector is responsible for the academic standards of related degree courses. Consequently, integrating these two aspects becomes a complex task. This paper examines the systems of three universities in Australia using a survey designed to identify the issues involved in such integration and its feasibility; and features of the courses. The paper highlights risks and opportunities for universities while considering how far they can proceed with the integration and what benefits it brings for students and universities respectively in employment and course sustainability. The findings may provide guidance for the future sustainable development of aviation courses and support the case that HEIs need to restructure aviation education by responding to rapidly shifting aviation industry requirements and international standards. The study suggests that flying training should be run independent of university degrees, and that the academic curriculum should be restructured to address aviation skills and the knowledge requirements of non-flying jobs in the aviation industry. (Contains 7 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Employment; Independent Living; Moderate Mental Retardation; Severe Mental Retardation; Adolescents; High School Students; Outcomes of Education; Secondary School Curriculum; Daily Living Skills; Academic Education; Student Characteristics; Employment Level; Place of Residence

Abstract:
Background: A conversation currently exists regarding secondary curriculum (e.g. academics, functional) for students with moderate/severe intellectual disability (ID) without a large research base connecting curriculum to outcomes. Method: This study represented a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) data to understand in-school curriculum and educational programming for secondary students with moderate/severe ID as well as the relationship between curriculum and students' post-school outcomes. Statistical procedures such as frequency distributions, a significance test and logistic regression were utilised to analyse secondary data from the NLTS2. Results: The results suggest the majority of students with moderate/severe ID received a functional curriculum as well as instruction in core content areas; however, their instruction primarily occurred in pull-out educational settings. The students also reported low rates for the post-school outcomes examined (i.e. independent living, employment and post-secondary attendance). Finally, curriculum (functional vs. academics) was not related to any post-school outcome examined (e.g. independent living, employment). Conclusions: The data suggest additional research is needed to understand what factors impact post-school outcomes for students with moderate/severe ID. Yet--and regardless of the lack of impact--additional work is needed to help students achieve better post-school outcomes, including further examination of curriculum and instructional environments. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Track System (Education); Females; Adolescents; Males; Burnout; Fatigue (Biology); Gender Differences; Academic Education; Vocational Education; Stress Variables; Foreign Countries; Secondary School Students; Student Attitudes; Psychological Patterns

Abstract:
The aim of this study is to examine differences in student burnout by gender, time status with two time points before and after an educational transition, and educational track (academic vs. vocational). The definition of burnout is based on three components: exhaustion due to school demands, a disengaged and cynical attitude toward school, and feelings of inadequacy as a student (Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). A total of 770 Finnish adolescents (M age = 16) were examined at the beginning of their last year in comprehensive school, and three times annually during their secondary education both on academic and vocational tracks. Among boys on the academic track, overall school burnout and its three components, exhaustion, cynicism and inadequacy, increased, whereas among boys on the vocational track, no changes in school burnout emerged. Among girls on the academic track, overall school burnout and inadequacy increased, whereas among girls on the vocational track, cynicism decreased. Finally, school burnout was highest among girls on the academic track, but increased most among boys on the academic track. (Contains 6 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Early Adolescents; Parent Child Relationship; Learning Processes; Socialization; Structural Equation Models; German; Longitudinal Studies; Academic Education; Mathematics Education; Parent Attitudes; Academic Achievement; Academic Aspiration; Foreign Countries; Role

Abstract:
The present study investigates the intergenerational transmission of academic task values within family in early adolescence. Social learning processes are assumed to operate through the students' perceptions of their parents' values. The major goal of this study is to show that this values transmission is facilitated by between-parent value agreement. Based on a longitudinal data set including 1019 German students, their mothers (N = 847), and fathers (N = 733), structural equation models showed significant effects of the parents' task values regarding math and German language as academic subjects on the respective task values reported by the students, mediated through the student-perceived parental values. This transmission chain was only found if the between-parent agreement was high. The results are discussed in terms of parent-specific mechanisms fostering transmission if both parents agree on academic values, such as an improved perceptive accuracy as well as the increased salience and mutual reinforcement of parental messages. (Contains 10 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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