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1.
Non-traditional students entering Higher Education (HE) via university-based foundation courses often encounter significant personal risk upon their return to study, and this can be exacerbated by a lack of understanding of the academic demands of HE at the point of entry.

As part of a wider qualitative, grounded theory study of the effect of diversity on the student experience on a university-based foundation course, which identified themes related to social interaction theory – competition, camaraderie and self-preservation – this research paper considers the theme of self-preservation and discusses Beck’s ‘individualisation’ theory and the different ‘risks’ evident among foundation course students upon their return to study. The risks highlighted in the narratives related to poverty of time, changing identity and relationships and failure. The effect that these risks had on the learning experience is then considered.

University-based foundation courses provide a successful route of entry for a diverse group of students returning to education, yet these courses are currently at risk due to the changing climate of HE. Based upon the findings in this study, recommendations are suggested to help encourage student interaction, reduce student fear of failure and increase their confidence, in order to assist non-traditional students with their transition to university-based foundation courses and their successful progression to degree course programmes.  相似文献   

2.
National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace.  相似文献   

3.
This paper uses Bourdieu’s concept of ‘field’ as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created for the ‘selective’ part of the HE field can have perverse effects on other parts of the field, creating barriers rather than bridges for students seeking to participate in HE via alternative routes. The paper concludes by considering the strengths and limitations of using Bourdieu’s tools for understanding diversification in HE. Does using Bourdieu lead to the inevitable conclusion that diversity is a form of diversion, directing a proportion of the population through an easily accessible, but ultimately less rewarding path, or can Bourdieu’s tools suggest possibilities for transformation and change?  相似文献   

4.
In 1997, courses at Dutch teacher education institutes were changed so that students nearing completion of their courses are now expected to teach without immediate supervision over a period of a few months. The introduction of this more school-based teacher training has been introduced to minimise the ‘practice shock’ that the beginning teacher (ieraar in opleiding--hereafter lio) often experience. This paper describes a study of 83 mentors and 12 institute teachers on the consequences of this change for the content as well as the process of mentoring of students in the final stages of their teacher education.  相似文献   

5.
Employing students to market higher education (HE) and widen access is established practice in the United Kingdom and other developed countries. In the United Kingdom, student ambassadors are held to be effective in aspiration and attainment-raising work and cited as ‘role-models’ for pupils. The focus of this paper is student ambassador outreach work in STEM (science, technology, engineering and mathematics including medicine) at two contrasting universities. The study deployed ethnography and approaches from across the social sciences to trace and analyse discourses surrounding ambassadors, and to explore their positioning within learning contexts, relationships with pupils and the learning that takes place. Findings indicate that where ambassadors work collaboratively with pupils in contexts with ‘informal attributes’, pupils can identify closely with them. However, in contexts with more ‘formal attributes’, differences, not similarities, are highlighted. Stakeholder interests are found to significantly impact on learning contexts and on ambassadors’ efficacy as HE ‘role-models’.  相似文献   

6.
There are many adults who left school without A levels who wish to further their education as mature students. Because many of these adults are being accepted by colleges without traditional A levels, and with very few GCSE/O level subject passes, it has been suggested that their acceptance as students may lower the standard of the college courses. This paper evaluates the qualities which mature and non‐traditional entry students bring to college courses, and concludes that their results compare favourably with those of traditional entry students. Many mature students appear to have needs in common with other students and meeting these needs would result in better practice within institutions of higher education (HE). However, mature students also have specific needs which are evaluated in this paper. Most require little additional expenditure, but are rather a matter of will and organisation on the part of the institution and tutors. Entry as mature students onto BEd courses seems to be particularly attractive to women but some of them experience difficulty in finding employment. The data collected demonstrate that maturity is likely to be a positive attribute and the mature applicant for a post to be a ‘quality product’.  相似文献   

7.
The aim of this article was to shed light on problematic issues related to the practical element in early childhood teacher education. We approach these questions mainly through scrutinizing and interpreting this part of kindergarten teachers’ university education in Finland. We then expand our analysis to include the broader issues of job commitment and the role of mentoring programmes among newly qualified kindergarten teachers. With the ‘kindergarten teacher as researcher’ as the chosen teacher model, our findings indicate that this aim can only be realistically achieved if all stages of the teacher education process are effectively linked. Key elements begin with the entry requirements for students and include productively connecting practicum experiences with on-campus courses, establishing a ‘double supervision model’, and cooperating with a stable network of early childhood centres for field studies. A further finding is that, despite a successfully completed professional education, the induction phase in the workplace can be a vulnerable time for novice teachers, suggesting an urgent need for mentoring programmes.  相似文献   

8.
Higher education policy is seeking, in the interest of ‘quality assurance’, to reward teaching and the scholarship of teaching and learning (SoTL). Academic language and learning (ALL) advisers, who work closely with students to improve their performance in their courses of study, have much to contribute to SoTL. ALL advisers who adopt an ‘academic literacies’ approach share with lecturers in the disciplines an engagement with issues of ‘‐ography’ (i.e. writing in and for a discourse community)—including the relationships between epistemology, form, and language—yet, misconceptions about ALL advisers’ work can prevent discipline lecturers from consulting them when thinking about questions of teaching and learning in their own field. This paper discusses ALL advisers’ access to insights into students’ experiences of learning and of being taught, with relevance both for particular disciplines and for academic culture across the disciplines; their contributions to SoTL; the difficulties they encounter in trying to communicate across the borders of the disciplines; and ways of improving this situation in the context of the new emphasis on encouraging improvement in the quality of teaching.  相似文献   

9.
This paper argues for a more nuanced perspective on learning that takes account of the real and situated contexts of student experience. It is presented against a backdrop of the agenda to widen participation in higher education (HE) in the UK, which has led to a rise in students from non-traditional backgrounds entering into HE. Responding to this, an argument is made in favour of widening ‘capability’ in learning, to produce a more socially just pedagogy. Drawing on examples of the student learning experience a series of reflections is produced from an undergraduate programme of education studies. Such reflections, linking personal knowledge with wider social and cultural practices, are used to produce notions of ‘cultural wealth’ across informal and formal learning contexts. It is argued that by creating choice and freedoms in student learning the exclusivity of university education may be challenged and a more socially just pedagogy usefully considered.  相似文献   

10.
Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student’s workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to help them demonstrate learning from experience within the workplace, by developing their ability to think at a higher level. A vital aspect of using workplace learning in partnership with employers/sector skills councils is that the learning is valid to the role. In response, the programme development group, which was composed of academics and employers, felt that workplace tasks (WPTs) would allow students to demonstrate role development through experiential learning at work. Therefore, this article uses a pilot case study (n = 16), using a focus group methodology, to discuss the assessment of the WPTs within a FD and the students’ perception towards this form of assessment. Findings show that participants value WPTs, they motivate participants to learn and improve their self‐esteem, however, some groups need specialist skills training where workplace competence is required.  相似文献   

11.
Articulation across the further education/higher education (FE/HE) interface is of vital importance in addressing the government's widening participation agenda. Many institutions are grappling with how best to prepare students to make this transition particularly when they are direct entrants and join ongoing cohorts of students who are already familiar with the HE environment. At one new Scottish university, the generic module ‘Next steps at university’ aims to prepare students for life at university and to help them acquire the necessary key skills for coping with HE delivery and assessment regimes. This paper presents an overview of the basis on which the ‘Next steps’ module curriculum was designed with respect to content, delivery methods and assessment then analyses the performance and progression outcomes for 103 students who successfully completed the module. These outcomes are set within the context of institutional figures and the beneficial impact of ‘Next steps’ is explored in quantitative terms with respect to progression, retention and performance statistics.  相似文献   

12.
Some scholars speculate that humanities education, as compared to STEM education, may be better able to provide students with the most in-demand twenty-first century workplace skill: innovation. Due to the lack of empirical research on this topic, this study compares US humanities and STEM students’ college gains in their ‘propensity toward innovation’ (PTI) and the academic factors that contribute to it. Findings suggest that humanities students experience greater in-college gains in PTI and also that certain academic factors may be especially beneficial for STEM students in contributing to their development of PTI at the end of college.  相似文献   

13.
Questionnaire surveys have found a strong relationship between students’ perceptions of their courses and their approaches to studying, but this might result from the operation of response biases. Responses to the Course Experience Questionnaire and the Revised Approaches to Studying Inventory from 2137 students taking seven courses by distance learning were reanalysed. Both acquiescent responding and extreme responding were found to be consistent traits within individual students between the two instruments. When these were statistically controlled, the overlap in variance between the students’ scores on the two instruments was reduced from 45.3% to 31.9%, and the variation in the students’ course marks explained by their scores on the two instruments was reduced from 21.8% to 18.9%. Nevertheless, the relationship between the two sets of scores remained the same: students who rated their course positively were more likely to show desirable approaches to studying and less likely to show undesirable approaches.  相似文献   

14.
The inclusion of an infant/toddler placement in a ‘pathways’ early childhood teaching degree, where students already have qualifications and experience in working with young children, can be problematic. This pilot study investigated student teachers’ views on their infant/toddler (birth-to-two-years) placement. Sixty-six students completing their early childhood education degree at an Australian university responded to a survey seeking their perspectives on the effectiveness of the placement in developing teacher confidence, knowledge and skills, and the quality of the supervision they received. The participants had entered their degree with a two-year Diploma of Children’s Services. Responses indicated significant dissatisfaction with the quality of supervision, the absence of teacher-mentors, and the lack of opportunities to practise new approaches. Participants commented that they ‘already knew’ how to work with this age group, and that they aspired to work with older children. The results align with other findings on factors associated with positive placements, and raise questions about the effectiveness of the infant/toddler placement in its current form.  相似文献   

15.
Challenges for students who are ‘first-in-family’ to attend university have been discussed within widening participation discourse. However, in the UK, ‘first-in-family’ or first-generation students have frequently been conflated with those experiencing poverty or from lower socio-economic groups. This research integrated survey data with assessment data from final-year design and engineering students in a UK university to examine students’ attainment, the influences on why students decide to attend university and students’ experiences during their degree programmes. Analysis of the data showed variations in the reasons for first- and second-generation students wanting to go to university, particularly a significant difference in the influence of parents. First-generation students described significantly less parental influence on the decision to attend university than second- or subsequent-generation students. Smaller differences in students’ experiences and attainment in university were also noted. Whilst first-generation students reported differences in study habits, their attainment was, on average, marginally higher than that of their peers. Building on others’ theoretical work, which suggests the importance of social capital within higher education (HE), this research highlights the difference in social influences on both university application and expectations of university for those with and without a family history of tertiary education. Further research is needed to explore, in larger samples, whether the social influences on individuals’ perception of HE are in turn shaped by whether or not their parents attended university, and further, what impact this may have, not only on degree outcomes but also on the broader benefits typically associated with graduate experience.  相似文献   

16.
This paper comprises a summary of research into the teaching of higher education (HE) courses in further education (FE) learning environments. A comprehensive study of college management and teaching staff attitudes together with teaching practices, pedagogy and research was carried out with six partner colleges of the University of Plymouth where a substantial amount of HE teaching was delivered. A questionnaire was developed, piloted and distributed to all staff teaching HE in the colleges, with a similar but separate questionnaire being used for management. Five colleges responded. We present data relating to the differences in teaching practice and pedagogy between FE and HE teaching and the problems of realizing these in FE learning environments. We also look at the ways in which independent study and critical reflection among learners are developed. The questions of research and scholarly activity and their relevance to HE teaching are addressed. Considerable challenges are faced by staff teaching mainly FE courses, on standard FE teaching contracts, being expected to deliver HE courses effectively. We also consider the challenges of delivering ‘a real HE experience’ in FE environments and those involved with going on to university afterwards.  相似文献   

17.
This article examines how academic staff involved in the workplace supervision of students in vocational courses conceive of the workplace experience. Five conceptions have been identified which range from a view that the placement is about students picking up relevant skills in the workplace, to a view that the workplace experience is about giving students the opportunity to learn, to do and to question, by working collaboratively with the university and the workplace on relevant problems. The article suggests there is a relationship between these conceptions and the quality of student learning resulting from the experience. Where the workplace is seen as a simple picking up of skills there is least evidence of development and satisfaction. Where the experience is seen as an opportunity to help students engage with salient issues by working collaboratively with employers, there is most evidence of development and satisfaction. There is a clear parallel between this study of workplace supervision and the work of Prosser, Trigwell and Taylor [Learning and Instruction, 4, 217–231, 1994] on conceptions and approaches to teaching in the more conventional tertiary teaching setting of the lecture theatre.  相似文献   

18.
《师资教育杂志》2012,38(3):210-224
This paper was written at the request of the Journal's editor, Professor Edgar Stones, who challenged us to translate a review of literature on teachers’ pedagogical thoughts, judgments, decisions and behavior (Shavelson and Stern, 1981) into recommendations for teacher education. We took up the challenge with some trepidation, knowing full well the pitfalls we faced in translating research into recommendations for practice. We approach our task cautiously by first discussing the assumptions underlying research on teachers’ thinking and decisions. Then, we summarize methods and findings from research on planning of instruction, judgments and decisions during recitation, and the link between decisions and behavior because they imply changes in typical teacher education programs. Finally, recommendations are made for teacher education.

We recommend that teacher educators consider adopting the decision‐making schema as a conceptual framework for organizing their programs. Such a schema implies a ‘reasonable’, professional process of making important decisions, such as selecting textbooks, grouping students, pacing work, sequencing and timing content, and changing routines during interaction. It also suggests a close correspondence between the two major components of teacher education, the foundations courses and student teaching.

Finally, we recommend that certain research methods such as process tracing, policy capturing, and stimulated recall be adapted as instructional techniques to improve the quality of instruction within foundations courses, and during supervision and feedback within the student‐teaching experience.  相似文献   

19.
This paper examines the way Higher Education (HE) students use metaphors to make tangible the lived and living experience of learning. The article provides a contemporary development of the ethnographic paradigm by offering a new model termed ‘proximal ethnography’ to capture the sense of inside-out-inside research, of being what one has studied. In this innovative model, the researcher shares the same experiences as the observed but does so outside their specific domain. Semi-structured interviews were held with eight trainee educational professionals at intervals during their two-year courses, and an online survey was sent to students on the same courses in regional Further Education colleges. Results show that students possessed a hierarchy of motivating drivers; some of these remained stable while others fluctuated. Acceptance of this instability helped them succeed on their course. Some students used metaphor to associate their trainee identities with previous successful professional characteristics to help them cope with the demands of HE study. If HE institutions can incorporate these findings into student induction and peer support programmes, there is the potential to normalise feelings of uncertainty, providing simple approaches to staying motivated and succeeding.  相似文献   

20.
Abstract

Drawing on the findings of a unique longitudinal qualitative study, this article investigates the experiences of 32 young people with visual impairment (VI) in higher education (HE) in the United Kingdom (UK) to explore how well they were able to participate on their courses. We propose and apply a Bioecological Model of Inclusive HE to interpret these experiences and examine how accommodations were made to facilitate participation. Focusing specifically on ‘curriculum access’, the results highlight the importance of accommodations that are progressive and mutual. The accommodations come in many forms and include: the provision of resources through nationally based schemes (e.g. the Disabled Students Allowance in the UK); the support, adjustments and anticipatory adjustments HE institutions should provide; and the study skills and independence skills individual students should be able to act upon. The findings showed that while the majority of participants reported that their HE institution made some adjustments to enable them to access their course, a lack of anticipatory adjustments created barriers. The most common compensation for this barrier was to provide deadline extensions, often resulting in additional pressure on other aspects of the course. Interviews with university staff highlighted limited specialist knowledge and resources within their institutions to enable accommodations for students with VI and, more broadly, understanding of how to develop an inclusive learning experience. The findings also highlighted expectations made of the learner, particularly being able to explain their required adjustments and having well-developed independent study skills. The paper has particular relevance to HE institutions in that it provides a model to aid interpretation of their role in creating an inclusive learning experience for students with VI. It also offers a reference point for professionals supporting young people with a broader range of disabilities in considering how best to prepare them for life after compulsory education.  相似文献   

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