Managing the expectations of non‐traditional students: a process of negotiation

Laing, Chris; Chao, Kuo-Ming; Robinson, Alan G.

doi:10.1080/03098770500103572

Cited by 22 publications

(7 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Laing et al (2005) highlight recent pedagogical discourse suggesting that institutions should enhance current induction and transition processes, creating greater cultural understanding of higher education. Umbach and Wawrzynski (2005) report that the behaviour and attitude of the institution and its members affect students profoundly and suggest that this may be the single most important role in student learning.…”

Section: Relationship With Self and Learningmentioning

confidence: 99%

Investigating the relationship between student engagement and transition

Vinson

Nixon

Walsh

et al. 2010

Active Learning in Higher Education

View full text Add to dashboard Cite

Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students' engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergraduates on a Sport Development course at a British university undertook a five-week transition programme. Data were collected via weekly questionnaires and focus groups at the end of weeks 1, 3 and 5. The investigation revealed that transition programmes require a highintensity, novel and varied timetable supported by a student-centred staff team. Effective transition programmes can enhance students' engagement with educationally effective practices. Future research should investigate the longer-term impact of such programmes.

show abstract

Section: Relationship With Self and Learningmentioning

confidence: 99%

Investigating the relationship between student engagement and transition

Vinson

Nixon

Walsh

et al. 2010

Active Learning in Higher Education

View full text Add to dashboard Cite

show abstract

“…Students over the age of 22 were excluded as their conditions were considered different, and unsuitable for the survey, according with the definition of traditional students who are those students who entered higher education at the age of 18 straight from school or further education, and studied continuously and full time for either three or four years (Laing, Chao, & Robinson, 2005).…”

Section: Participantsmentioning

confidence: 99%

Hábitos no saludables y práctica de actividad física en estudiantes universitarios españoles: papel del género, perfil académico y convivencia

Molina¹,

Varela

Fernández

et al. 2012

Adicciones

View full text Add to dashboard Cite

“…Rather, they can be regarded as arenas of negotiation (cf. Laing, Chao, and Robinson 2005) where different interests might conflict. Consequently, it is possible that 'learning dilemmas' in essay writing (Wendt and Åse 2015) cannot be solely understood in relation to a specific subject matter, but also in terms of students' expectations and framing of the purposes of further and higher education.…”

Section: Discussionmentioning

confidence: 99%

Between the modelling and the engineering of learning: preservice teachers’ performance in course essays

Trostek

2019

Journal of Further and Higher Education

View full text Add to dashboard Cite

The aim of this study is to explore Swedish preservice teachers' performance in coursework essays about their observations and analyses of teaching situations. A total of 38 essays were analysed using practical inferences in which the students' written utterances were interpreted as a means to an end. The results show that, in addition to the students who conducted their analyses in accordance with the normative way of understanding the task, there were students who engaged in 'alternative performance'. This was done by negotiating the content of the course and explaining the observed actions of teachers in terms of the course's theoretical perspectives. The results also indicate that, in addition to an analytical interest in understanding and explaining learning, the very engineering of learning becomes a prominent concern in students' essays. It is argued that students who do not distinguish between these approaches face problems related to reductive and circular reasoning. To address these problems, it is suggested that educators mobilise students' critical thinking and self-reflection, which may involve exceeding the administrative boundaries that frame single courses and unveiling the very foundations of teacher education. ARTICLE HISTORY

show abstract

Managing the expectations of non‐traditional students: a process of negotiation

Cited by 22 publications

References 12 publications

Investigating the relationship between student engagement and transition

Investigating the relationship between student engagement and transition

Hábitos no saludables y práctica de actividad física en estudiantes universitarios españoles: papel del género, perfil académico y convivencia

Between the modelling and the engineering of learning: preservice teachers’ performance in course essays

Contact Info

Product

Resources

About