2.50
Hdl Handle:
http://hdl.handle.net/2436/26176
Title:
'Academic engagement' within a widening participation context—a 3D analysis
Authors:
Hockings, Christine; Cooke, Sandra; Bowl, Marion
Abstract:
The growth in the student population within higher education against a background of government policy promoting the concept of 'widening participation' has led to much debate about the nature of university teaching. Academic engagement of all students within increasingly large and diverse classrooms has proved difficult to achieve. The research that we report here is part of a two-year ESRC/TLRP-funded project, whose key aim is to develop strategies for encouraging academic engagement and participation of all students by creating inclusive learning environments. In this paper, we report on the first stage of this project by exploring some of the sociological, epistemological and pedagogical reasons why learning environments may impact differently on first year students. We do this by asking over 200 'pre-entry students' what conceptions they have about higher education, university teachers, their subject and themselves as learners prior to enrolment at university. We consider how these conceptions might influence how they engage in, and benefit from, learning at university.
Citation:
Teaching in Higher Education, 12 (5 & 6): 721-733
Publisher:
Routledge
Journal:
Teaching in Higher Education
Issue Date:
2007
URI:
http://hdl.handle.net/2436/26176
DOI:
10.1080/13562510701596323
Additional Links:
http://www.informaworld.com/smpp/content?content=10.1080/13562510701596323
Type:
Article
Language:
en
ISSN:
13562517; 14701294
Appears in Collections:
Learning and Teaching in Higher Education

Full metadata record

DC FieldValue Language
dc.contributor.authorHockings, Christine-
dc.contributor.authorCooke, Sandra-
dc.contributor.authorBowl, Marion-
dc.date.accessioned2008-05-15T10:09:03Z-
dc.date.available2008-05-15T10:09:03Z-
dc.date.issued2007-
dc.identifier.citationTeaching in Higher Education, 12 (5 & 6): 721-733en
dc.identifier.issn13562517-
dc.identifier.issn14701294-
dc.identifier.doi10.1080/13562510701596323-
dc.identifier.urihttp://hdl.handle.net/2436/26176-
dc.description.abstractThe growth in the student population within higher education against a background of government policy promoting the concept of 'widening participation' has led to much debate about the nature of university teaching. Academic engagement of all students within increasingly large and diverse classrooms has proved difficult to achieve. The research that we report here is part of a two-year ESRC/TLRP-funded project, whose key aim is to develop strategies for encouraging academic engagement and participation of all students by creating inclusive learning environments. In this paper, we report on the first stage of this project by exploring some of the sociological, epistemological and pedagogical reasons why learning environments may impact differently on first year students. We do this by asking over 200 'pre-entry students' what conceptions they have about higher education, university teachers, their subject and themselves as learners prior to enrolment at university. We consider how these conceptions might influence how they engage in, and benefit from, learning at university.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.informaworld.com/smpp/content?content=10.1080/13562510701596323en
dc.subjectStudent demographicsen
dc.subjectWidening participationen
dc.subjectUniversitiesen
dc.subjectInclusive learning environmentsen
dc.subjectTeacher-pupil relationships-
dc.subjectStudent centered learning-
dc.title'Academic engagement' within a widening participation context—a 3D analysisen
dc.typeArticleen
dc.identifier.journalTeaching in Higher Educationen
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.