“…Students from poorer households are especially likely to be intimidated by the costs of attending university (Pennell and West 2005); while they tend to be knowledge about fees, they are far less likely to know about the range of scholarships and bursaries available to offset these (Chowdry et al 2012;Christie and Munro 2003), especially among those without home access to the internet (Gorard and Selwyn 1999;Lee 2008). This is further exacerbated by geographic disparities: those living in more isolated regions, especially in rural areas, face greater travel and accommodation costs when attending university (Gibbons and Vignoles 2012;Harrison 2013).…”
Theory suggests that teacher encouragement can aid students' educational progress, but there are not yet quantitative inferential studies that assess its longer-term impact. With data from the Longitudinal Study of Young People in England (LSYPE), I use propensity-score matching to investigate whether encouragement influences the likelihood of students enrolling in (1) advanced high school (A-level) courses and (2) a university degree course. Model estimates suggest that encouragement does have a significant positive impact on both outcomes. In addition, I investigate whether encouragement effects vary according to parental education and the given student's prior academic achievement; it appears that the impact is greatest for those students in the middle third of academic achievement as well as those with lower levels of parental education. These findings have important policy implications, especially as it seems that teacher encouragement has the greatest influence on those students most likely to be on the margin for university attendance.
“…Students from poorer households are especially likely to be intimidated by the costs of attending university (Pennell and West 2005); while they tend to be knowledge about fees, they are far less likely to know about the range of scholarships and bursaries available to offset these (Chowdry et al 2012;Christie and Munro 2003), especially among those without home access to the internet (Gorard and Selwyn 1999;Lee 2008). This is further exacerbated by geographic disparities: those living in more isolated regions, especially in rural areas, face greater travel and accommodation costs when attending university (Gibbons and Vignoles 2012;Harrison 2013).…”
Theory suggests that teacher encouragement can aid students' educational progress, but there are not yet quantitative inferential studies that assess its longer-term impact. With data from the Longitudinal Study of Young People in England (LSYPE), I use propensity-score matching to investigate whether encouragement influences the likelihood of students enrolling in (1) advanced high school (A-level) courses and (2) a university degree course. Model estimates suggest that encouragement does have a significant positive impact on both outcomes. In addition, I investigate whether encouragement effects vary according to parental education and the given student's prior academic achievement; it appears that the impact is greatest for those students in the middle third of academic achievement as well as those with lower levels of parental education. These findings have important policy implications, especially as it seems that teacher encouragement has the greatest influence on those students most likely to be on the margin for university attendance.
“…What ICT cannot do by itself is to change the dispositional constraints [to do with personal knowledge and motivation], nor alter the social determinants of participation (Gorard & Selwyn, 1999, p. 526).…”
The School of Health Sciences at the University of Birmingham provided opportunities for the development of student learning communities and online resources within the neurological module of the BSc Physiotherapy degree programme. These learning communities were designed to facilitate peer and independent learning in core aspects underpinning clinical practice, thus laying the foundation for the development of effective clinical reasoning.This paper examines some of the problems that staff encountered, including the lessons that they learnt through the design, development, and implementation processes of the module, and the subsequent modifications that were made. Student experiences of this course are also included, as they provided staff with further insights into the ways in which these problems impacted upon their preparation for clinical practice and how the module might be improved for future cohorts. From an analysis of the problems that staff encountered and then sought to resolve, and of student experiences of the course, this paper identifies foundations for good practice in the development and delivery of innovative learning and teaching methods.
“…The definition of learning seems closer to information and skill acquisition, thus ignoring other domains and levels if we use Bloom's taxonomy. Gorard and Selwyn (1999) challenge the techno-determinism displayed in the UFI as too simplistic at best and positively harmful at worst, suggesting we may be creating new barriers for old ones. They suggest that virtual learning is at best an adjunct to real-life learning and, in the absence of further independent research, its potential for widening access is unproven.…”
Section: The Tacit Narrative In the Ufimentioning
confidence: 94%
“…Attempting to design more sociable forms is not likely to be easy and there have already been some technical hitches. It is likely that this will be partly determined by the nature and range of the market demand as opposed to the supply, as Gorard and Selwyn (1999) note. It will also be determined by the technology underpinning such provision and its perceived effectiveness.…”
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