http://hdl.handle.net/2436/21655 Thu, 23 May 2013 12:02:10 GMT 2013-05-23T12:02:10Z http://hdl.handle.net/2436/47532 Title: Feed-forward: Improving students' use of tutors' comments. Authors: Duncan, Neil Abstract: A small-scale action research project was carried out on students' feedback histories on one undergraduate module. Old grades and comment sheets were collected and analysed by staff for recurring advice to individual students on the target module. This advice was then synthesized to create simple individual learning plans for the students' forthcoming assignments, in other words old feedback was applied to a new task. A number of additional teaching and learning interventions were provided for participants and the statistical outcomes showed a small gain in the grades achieved against those who did not participate. Interviews were held with participants that indicated a number of reasons why feedback was not optimized to assist further learning. Mon, 01 Jan 2007 00:00:00 GMT http://hdl.handle.net/2436/47532 2007-01-01T00:00:00Z http://hdl.handle.net/2436/47555 Title: The good, the bad and the ugly – secondary pupils’ views of good and bad practice in MFL teaching. Authors: Bartram, Brendan Abstract: What do our pupils really think of us as teachers? Brendan Bartram conducted some research with pupils in England, Germany and the Netherlands to find out what they thought of their modern foreign language teachers. Mon, 01 Jan 2007 00:00:00 GMT http://hdl.handle.net/2436/47555 2007-01-01T00:00:00Z http://hdl.handle.net/2436/47531 Title: Student drop-out: an investigation into reasons for students leaving Bioscience programmes in one new university, over a period of five years. Authors: Allan, Joanna; Bentley, Hilary Abstract: The impetus for supporting the development of students’ learning in higher education (HE) comes as a result of the impact of a range of factors affecting the profile of undergraduate students world-wide. In the UK, the widening participation agenda is a key driver that is predicated on the premise that ‘we cannot afford to waste talent simply because of a reluctance to foster it’ (HEFCE, 2006: 9). In seeking to address the discrepancies in the participation rates between different social classes, universities in the UK are offering fair access to HE to disabled students, mature students and men and women from all ethnic backgrounds. Modern universities (founded post- 1992) especially have found that large numbers of students now come from non-traditional backgrounds, and that there are difficulties associated with supporting and fostering learning where students’ prior educational experiences are very varied (Bamber and Tett, 2000; McInnis, 2001; Zeegers and Martin, 2001). There is little value for HE institutions in attracting students on to courses if they subsequently drop out of their studies, but the factors influencing attrition rates are both wide-ranging and complex. Sun, 01 Jan 2006 00:00:00 GMT http://hdl.handle.net/2436/47531 2006-01-01T00:00:00Z http://hdl.handle.net/2436/47554 Title: Notions of effective teaching: an exploration of students’ and lecturers’ perceptions of first year Education undergraduates Authors: Allan, Joanna; Clarke, Karen; Jopling, Michael Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/2436/47554 2008-01-01T00:00:00Z