- Title
- Students' reading and writing 'in transition': what lessons can be learnt from a case study of A-levels to university transitions to help enabling educators to 'bridge the gap' into undergraduate study?
- Creator
- Baker, Sally; Irwin, Evonne
- Relation
- Students Transitions Achievement Retention & Success (STARS) Conference 2015. STARS 2015: Handbook & Proceedings (Melbourne, Vic. 1-4 July, 2015) p. 1-11
- Publisher
- Students Transitions Achievement Retention & Success (STARS)
- Resource Type
- conference paper
- Date
- 2015
- Description
- This paper presents findings from a longitudinal exploration of students' reading and writing 'in transition' from school to university and seeks to make connections with the core work of enabling education around students' language practices. Enabling education offers alternative pathways into higher education for often-marginalised students, whose home discourses often hinder development of the dominant discourses of university. Working from the conceptual space of academic literacies, the study explored students' practices, understandings and feelings around their reading and writing. Two headline findings of the study - that assessment functions as the dominant vehicle driving students' and teachers' practices around, and discourses of, writing and that differences in the way knowledge is packaged and developed at school and university cause significant challenges - are unpicked and applied to the enabling context. Three pedagogical recommendations are offered to enabling educators to help them better support students with their reading and writing 'in transition'.
- Subject
- longitudinal studies; enabling educators; undergraduates; high schools; transition; A-levels; Year 12
- Identifier
- http://hdl.handle.net/1959.13/1330896
- Identifier
- uon:26501
- Language
- eng
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