Transition into higher education /:
An essential and concise read for all those involved in teaching and learning in higher education, looking at best practice to support student transition to university.
Gespeichert in:
| Hauptverfasser: | , , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
St Albans :
Critical Publishing,
2023.
|
| Schriftenreihe: | Critical practice in higher education.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | An essential and concise read for all those involved in teaching and learning in higher education, looking at best practice to support student transition to university. |
| Beschreibung: | 1 online resource. |
| ISBN: | 9781914171307 1914171306 |
Internformat
MARC
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| 245 | 1 | 0 | |a Transition into higher education / |c Harriet Jones, Gemma Mansi, Catherine Molesworth, Heather Monsey and Hilary Orpin. |
| 260 | |a St Albans : |b Critical Publishing, |c 2023. | ||
| 300 | |a 1 online resource. | ||
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| 490 | 1 | |a Critical practice in higher education | |
| 505 | 0 | |a Cover -- Half Title -- Dedications -- Title Page -- Copyright Page -- Contents -- Meet the authors and series editors -- Book summary -- Chapter 1 Introduction -- What is transition? -- Why is transition important? -- What is involved in successful transition? -- Postgraduate versus undergraduate transitions -- Induction programmes -- Example 1.1 -- Example 1.2 -- Importance of reinduction -- Communities of practice -- Example 1.3 -- Mutual understandings of language -- Example 1.4 -- Example 1.5 -- Critical questions for practice -- Learning and teaching approaches | |
| 505 | 8 | |a Positioning students as consumers -- Book focus -- Summary -- Useful texts -- Chapter 2 Perceptions of transition -- Introduction -- What motivates students to go to university? -- Students' perceptions before they arrive at university -- What students imagine university will be like -- How students perceive their learning skills -- Example 2.1 -- Perceptions of independent learning -- Example 2.2 -- Critical questions for practice -- Example 2.3 -- Critical questions for practice -- Interplay between staff and student perceptions -- Perceptions of assessment and feedback -- Example 2.4 | |
| 505 | 8 | |a Perceptions of the lecture style of teaching -- Critical issues -- Summary -- Useful texts -- Chapter 3 The pre-degree environment -- Introduction -- Qualifications in England -- Learning in pre-university classrooms -- Critical issues -- Example 3.1 -- Example 3.2 -- Critical issues -- Example 3.3 -- Critical issues -- Example 3.4 -- Example 3.5 -- Critical question for practice -- Foundation years -- Summary -- Useful texts -- Chapter 4 Stakeholders in student transition -- Introduction -- Level 3 providers -- Schools -- Example 4.1 -- Critical question for practice | |
| 505 | 8 | |a Further education colleges -- Critical questions for practice -- Changes to level 3 qualifications -- Critical questions for practice -- Critical issues -- Critical question for practice -- Teacher influence -- Example 4.2 -- Mature students -- How do mature students cope with decisions about higher education? -- Example 4.3 -- HE provider influence -- Widening participation teams -- What is widening participation? -- Widening participation activity -- Example 4.4 -- Example 4.5 -- University recruitment and marketing teams -- University websites -- Social media -- Open days | |
| 505 | 8 | |a Independent stakeholders -- UCAS -- League tables -- Critical questions for practice -- Critical question for practice -- Summary -- Useful texts -- Chapter 5 Supporting students in transition -- Introduction -- Why do students need support with transition? -- Widening participation and transition -- Effects on transition -- Example 5.1 -- Example 5.2 -- Widening participation and support -- Critical questions for practice -- Student mental health and transition -- Students affected by mental health issues -- Effects on transition -- Mental health and support -- Example 5.3 -- Critical issues | |
| 520 | |a An essential and concise read for all those involved in teaching and learning in higher education, looking at best practice to support student transition to university. | ||
| 650 | 0 | |a Education, Higher. |0 http://id.loc.gov/authorities/subjects/sh85041065 | |
| 650 | 0 | |a College student orientation. |0 http://id.loc.gov/authorities/subjects/sh85028353 | |
| 650 | 0 | |a College teaching. |0 http://id.loc.gov/authorities/subjects/sh85028395 | |
| 650 | 6 | |a Enseignement supérieur. | |
| 650 | 7 | |a higher education. |2 aat | |
| 650 | 7 | |a College student orientation |2 fast | |
| 650 | 7 | |a College teaching |2 fast | |
| 650 | 7 | |a Education, Higher |2 fast | |
| 700 | 1 | |a Mansi, Gemma, |e author. | |
| 700 | 1 | |a Molesworth, Catherine, |e author. | |
| 700 | 1 | |a Monsey, Heather, |e author. | |
| 700 | 1 | |a Orpin, Hilary, |e author. | |
| 776 | 0 | 8 | |i Print version: |z 9781914171307 |
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| 830 | 0 | |a Critical practice in higher education. | |
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| adam_text | |
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| author | Jones, Harriet Mansi, Gemma Molesworth, Catherine Monsey, Heather Orpin, Hilary |
| author_facet | Jones, Harriet Mansi, Gemma Molesworth, Catherine Monsey, Heather Orpin, Hilary |
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| callnumber-first | L - Education |
| callnumber-label | LB2343 |
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| callnumber-sort | LB 42343.3 |
| callnumber-subject | LB - Theory and Practice of Education |
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| contents | Cover -- Half Title -- Dedications -- Title Page -- Copyright Page -- Contents -- Meet the authors and series editors -- Book summary -- Chapter 1 Introduction -- What is transition? -- Why is transition important? -- What is involved in successful transition? -- Postgraduate versus undergraduate transitions -- Induction programmes -- Example 1.1 -- Example 1.2 -- Importance of reinduction -- Communities of practice -- Example 1.3 -- Mutual understandings of language -- Example 1.4 -- Example 1.5 -- Critical questions for practice -- Learning and teaching approaches Positioning students as consumers -- Book focus -- Summary -- Useful texts -- Chapter 2 Perceptions of transition -- Introduction -- What motivates students to go to university? -- Students' perceptions before they arrive at university -- What students imagine university will be like -- How students perceive their learning skills -- Example 2.1 -- Perceptions of independent learning -- Example 2.2 -- Critical questions for practice -- Example 2.3 -- Critical questions for practice -- Interplay between staff and student perceptions -- Perceptions of assessment and feedback -- Example 2.4 Perceptions of the lecture style of teaching -- Critical issues -- Summary -- Useful texts -- Chapter 3 The pre-degree environment -- Introduction -- Qualifications in England -- Learning in pre-university classrooms -- Critical issues -- Example 3.1 -- Example 3.2 -- Critical issues -- Example 3.3 -- Critical issues -- Example 3.4 -- Example 3.5 -- Critical question for practice -- Foundation years -- Summary -- Useful texts -- Chapter 4 Stakeholders in student transition -- Introduction -- Level 3 providers -- Schools -- Example 4.1 -- Critical question for practice Further education colleges -- Critical questions for practice -- Changes to level 3 qualifications -- Critical questions for practice -- Critical issues -- Critical question for practice -- Teacher influence -- Example 4.2 -- Mature students -- How do mature students cope with decisions about higher education? -- Example 4.3 -- HE provider influence -- Widening participation teams -- What is widening participation? -- Widening participation activity -- Example 4.4 -- Example 4.5 -- University recruitment and marketing teams -- University websites -- Social media -- Open days Independent stakeholders -- UCAS -- League tables -- Critical questions for practice -- Critical question for practice -- Summary -- Useful texts -- Chapter 5 Supporting students in transition -- Introduction -- Why do students need support with transition? -- Widening participation and transition -- Effects on transition -- Example 5.1 -- Example 5.2 -- Widening participation and support -- Critical questions for practice -- Student mental health and transition -- Students affected by mental health issues -- Effects on transition -- Mental health and support -- Example 5.3 -- Critical issues |
| ctrlnum | (OCoLC)1358751387 |
| dewey-full | 378.1/98 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
| dewey-raw | 378.1/98 |
| dewey-search | 378.1/98 |
| dewey-sort | 3378.1 298 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EBA-on1358751387 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:30:40Z |
| institution | BVB |
| isbn | 9781914171307 1914171306 |
| language | English |
| oclc_num | 1358751387 |
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| physical | 1 online resource. |
| psigel | ZDB-4-EBA |
| publishDate | 2023 |
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| publishDateSort | 2023 |
| publisher | Critical Publishing, |
| record_format | marc |
| series | Critical practice in higher education. |
| series2 | Critical practice in higher education |
| spelling | Jones, Harriet, author. Transition into higher education / Harriet Jones, Gemma Mansi, Catherine Molesworth, Heather Monsey and Hilary Orpin. St Albans : Critical Publishing, 2023. 1 online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier Critical practice in higher education Cover -- Half Title -- Dedications -- Title Page -- Copyright Page -- Contents -- Meet the authors and series editors -- Book summary -- Chapter 1 Introduction -- What is transition? -- Why is transition important? -- What is involved in successful transition? -- Postgraduate versus undergraduate transitions -- Induction programmes -- Example 1.1 -- Example 1.2 -- Importance of reinduction -- Communities of practice -- Example 1.3 -- Mutual understandings of language -- Example 1.4 -- Example 1.5 -- Critical questions for practice -- Learning and teaching approaches Positioning students as consumers -- Book focus -- Summary -- Useful texts -- Chapter 2 Perceptions of transition -- Introduction -- What motivates students to go to university? -- Students' perceptions before they arrive at university -- What students imagine university will be like -- How students perceive their learning skills -- Example 2.1 -- Perceptions of independent learning -- Example 2.2 -- Critical questions for practice -- Example 2.3 -- Critical questions for practice -- Interplay between staff and student perceptions -- Perceptions of assessment and feedback -- Example 2.4 Perceptions of the lecture style of teaching -- Critical issues -- Summary -- Useful texts -- Chapter 3 The pre-degree environment -- Introduction -- Qualifications in England -- Learning in pre-university classrooms -- Critical issues -- Example 3.1 -- Example 3.2 -- Critical issues -- Example 3.3 -- Critical issues -- Example 3.4 -- Example 3.5 -- Critical question for practice -- Foundation years -- Summary -- Useful texts -- Chapter 4 Stakeholders in student transition -- Introduction -- Level 3 providers -- Schools -- Example 4.1 -- Critical question for practice Further education colleges -- Critical questions for practice -- Changes to level 3 qualifications -- Critical questions for practice -- Critical issues -- Critical question for practice -- Teacher influence -- Example 4.2 -- Mature students -- How do mature students cope with decisions about higher education? -- Example 4.3 -- HE provider influence -- Widening participation teams -- What is widening participation? -- Widening participation activity -- Example 4.4 -- Example 4.5 -- University recruitment and marketing teams -- University websites -- Social media -- Open days Independent stakeholders -- UCAS -- League tables -- Critical questions for practice -- Critical question for practice -- Summary -- Useful texts -- Chapter 5 Supporting students in transition -- Introduction -- Why do students need support with transition? -- Widening participation and transition -- Effects on transition -- Example 5.1 -- Example 5.2 -- Widening participation and support -- Critical questions for practice -- Student mental health and transition -- Students affected by mental health issues -- Effects on transition -- Mental health and support -- Example 5.3 -- Critical issues An essential and concise read for all those involved in teaching and learning in higher education, looking at best practice to support student transition to university. Education, Higher. http://id.loc.gov/authorities/subjects/sh85041065 College student orientation. http://id.loc.gov/authorities/subjects/sh85028353 College teaching. http://id.loc.gov/authorities/subjects/sh85028395 Enseignement supérieur. higher education. aat College student orientation fast College teaching fast Education, Higher fast Mansi, Gemma, author. Molesworth, Catherine, author. Monsey, Heather, author. Orpin, Hilary, author. Print version: 9781914171307 Print version: 1914171292 9781914171291 (OCoLC)1272856251 Critical practice in higher education. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3273305 Volltext |
| spellingShingle | Jones, Harriet Mansi, Gemma Molesworth, Catherine Monsey, Heather Orpin, Hilary Transition into higher education / Critical practice in higher education. Cover -- Half Title -- Dedications -- Title Page -- Copyright Page -- Contents -- Meet the authors and series editors -- Book summary -- Chapter 1 Introduction -- What is transition? -- Why is transition important? -- What is involved in successful transition? -- Postgraduate versus undergraduate transitions -- Induction programmes -- Example 1.1 -- Example 1.2 -- Importance of reinduction -- Communities of practice -- Example 1.3 -- Mutual understandings of language -- Example 1.4 -- Example 1.5 -- Critical questions for practice -- Learning and teaching approaches Positioning students as consumers -- Book focus -- Summary -- Useful texts -- Chapter 2 Perceptions of transition -- Introduction -- What motivates students to go to university? -- Students' perceptions before they arrive at university -- What students imagine university will be like -- How students perceive their learning skills -- Example 2.1 -- Perceptions of independent learning -- Example 2.2 -- Critical questions for practice -- Example 2.3 -- Critical questions for practice -- Interplay between staff and student perceptions -- Perceptions of assessment and feedback -- Example 2.4 Perceptions of the lecture style of teaching -- Critical issues -- Summary -- Useful texts -- Chapter 3 The pre-degree environment -- Introduction -- Qualifications in England -- Learning in pre-university classrooms -- Critical issues -- Example 3.1 -- Example 3.2 -- Critical issues -- Example 3.3 -- Critical issues -- Example 3.4 -- Example 3.5 -- Critical question for practice -- Foundation years -- Summary -- Useful texts -- Chapter 4 Stakeholders in student transition -- Introduction -- Level 3 providers -- Schools -- Example 4.1 -- Critical question for practice Further education colleges -- Critical questions for practice -- Changes to level 3 qualifications -- Critical questions for practice -- Critical issues -- Critical question for practice -- Teacher influence -- Example 4.2 -- Mature students -- How do mature students cope with decisions about higher education? -- Example 4.3 -- HE provider influence -- Widening participation teams -- What is widening participation? -- Widening participation activity -- Example 4.4 -- Example 4.5 -- University recruitment and marketing teams -- University websites -- Social media -- Open days Independent stakeholders -- UCAS -- League tables -- Critical questions for practice -- Critical question for practice -- Summary -- Useful texts -- Chapter 5 Supporting students in transition -- Introduction -- Why do students need support with transition? -- Widening participation and transition -- Effects on transition -- Example 5.1 -- Example 5.2 -- Widening participation and support -- Critical questions for practice -- Student mental health and transition -- Students affected by mental health issues -- Effects on transition -- Mental health and support -- Example 5.3 -- Critical issues Education, Higher. http://id.loc.gov/authorities/subjects/sh85041065 College student orientation. http://id.loc.gov/authorities/subjects/sh85028353 College teaching. http://id.loc.gov/authorities/subjects/sh85028395 Enseignement supérieur. higher education. aat College student orientation fast College teaching fast Education, Higher fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85041065 http://id.loc.gov/authorities/subjects/sh85028353 http://id.loc.gov/authorities/subjects/sh85028395 |
| title | Transition into higher education / |
| title_auth | Transition into higher education / |
| title_exact_search | Transition into higher education / |
| title_full | Transition into higher education / Harriet Jones, Gemma Mansi, Catherine Molesworth, Heather Monsey and Hilary Orpin. |
| title_fullStr | Transition into higher education / Harriet Jones, Gemma Mansi, Catherine Molesworth, Heather Monsey and Hilary Orpin. |
| title_full_unstemmed | Transition into higher education / Harriet Jones, Gemma Mansi, Catherine Molesworth, Heather Monsey and Hilary Orpin. |
| title_short | Transition into higher education / |
| title_sort | transition into higher education |
| topic | Education, Higher. http://id.loc.gov/authorities/subjects/sh85041065 College student orientation. http://id.loc.gov/authorities/subjects/sh85028353 College teaching. http://id.loc.gov/authorities/subjects/sh85028395 Enseignement supérieur. higher education. aat College student orientation fast College teaching fast Education, Higher fast |
| topic_facet | Education, Higher. College student orientation. College teaching. Enseignement supérieur. higher education. College student orientation College teaching Education, Higher |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3273305 |
| work_keys_str_mv | AT jonesharriet transitionintohighereducation AT mansigemma transitionintohighereducation AT molesworthcatherine transitionintohighereducation AT monseyheather transitionintohighereducation AT orpinhilary transitionintohighereducation |