Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes          下载免费PDF全文

Andy Thorpe  Martin Snell  Sue Davey‐Evans  Richard Talman 《Higher Education Quarterly》2017,71(1):5-32

There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes.  相似文献   

In Fall     

Margaret Janet Acomb 《The Educational forum》2013,77(1)

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Rob Summers     

Janet Cropper  Jean Shaw 《Health information and libraries journal》1991,8(3):189-189

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Editorial     

Anna Robinson‐Pant  Karen Evans 《Compare》2008,38(4):381-383

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GLOBALISING CITIZENSHIP EDUCATION? A CRITIQUE OF 'GLOBAL EDUCATION' AND 'CITIZENSHIP EDUCATION'   总被引：4，自引：1，他引：3  

Ian  Davies   Mark  Evans   Alan  Reid    《British Journal of Educational Studies》2005,53(1):66-89

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University on trial: the case of the University of North Carolina : Robert A. Dentler,D. Catherine Baltzell and Daniel J. Sullivan. Cambridge,MA: Abt Books, 1983. pp. 192. Price: $28.00 (hardback)     

Janet C. Hunt 《Economics of Education Review》1985,4(1):78-79

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Using JANET and the Bath ISI Data Service. Joint JANET User Group for Libraries/UK Online User Group Meeting, 19 September 1991, Brunel University.     

Janet Cropper 《Health information and libraries journal》1991,8(4):228-229

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Rediscovering the political dimension of the personal life story: results from an intergenerational narrative learning project with older adults in South Westphalia     

Joachim Broecher  Joyce H. Davis  Janet F. Painter 《International Journal of Lifelong Education》2017,36(4):471-485

Using qualitative interviews, focus groups, storytelling and collective journaling, the life experiences of people in a local village community, in South Westphalia, Germany, born between 1930 and 1945, were analysed collaboratively. The research intention was to give the younger generations in that region access to these experiences and insights, within the context of democratic learning and civic education. The focus of this narrative learning project was on the politically relevant issues and themes they contained, above all: the significance of free information and thought, a free cultural life, access to education for all children and youth, a self-determined life for women and girls, as well as cohesion and self-help structures in the social community. Many tales were shared from the Third Reich, making references to Wilhelmine Germany and the Republic of Weimar, including how these times had been narrated to them through their forebearers and families’ archives.  相似文献   

Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion     

Julie Sarno Owens  Madeleine E. Schwartz  William P. Erchul  Lina K. Himawan  Steven W. Evans  Erika K. Coles 《Journal of educational and psychological consultation》2017,27(4):411-436

The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students’ behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed.  相似文献   

Bourdieu’s habitus and field: implications on the practice and theory of critical action learning     

Rob Warwick  Janet McCray  Douglas Board 《Action Learning: Research and Practice》2017,14(2):104-119

This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice.  相似文献