Learning transitions in higher education
- David Scott, Institute of Education, University of London, UK [and five others].
- Houndmills, Basingstoke, Hampshire : Palgrave Macmillan, 2014.
- Physical description
- viii, 217 pages ; 23 cm
Education Library (Cubberley)
LB2371.6 .G7 S26 2014
- Unknown LB2371.6 .G7 S26 2014
- Scott, David, 1951-
- Includes bibliographical references (pages 197-208) and indexes.
- Preface 1. Introduction 2. The Four Transitions 3. Transitions: Attributes, Essences and Distinctions 4. Learning Careers 5. Identities, Pathologies and Power Relations 6. Academic Literary Practices 7. Assessment Careers 8. Feed-forward and Feedback Strategies 9. Participatory and Transformative Learning Pedagogies 10. Pedagogies for Transitions Annex One Methodologies and Research Approaches References Author Index Subject Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- Learning Transitions in Higher Education draws on a study of student transitions in higher education institutions to both unpack the concept of a transition and develop teaching and learning approaches to enable learners to progress their learning careers. Its focus is on issues which are now central to the concerns of higher education researchers and policy-makers; those of teaching, learning and assessment. Currently, these are not fully understood, with the result that inadequate and inappropriate models are used in research accounts and policy deliberations. This book theorises the practice of student learning transitions in real-life settings and as moments in their learning and assessment careers. It examines five aspects of transitions: identity transformations, literacy practices, transformational pedagogies, assessments for learning and feedback mechanisms. As a consequence the book provides an original perspective on teaching and learning in higher education in the context of the increased marketisation and global mobility of the sector.
(source: Nielsen Book Data)
- Publication date