Money, J, Nixon, S and Graham, L (2019) Do educational experiences in school prepare students for university? A teachers’ perspective. Journal of Further and Higher Education. ISSN 0309-877X

Preview

Text Do educational experiences in school prepare students for university A teachers’ perspective..pdf - Accepted Version Download (692kB) | Preview

Abstract

Entering higher education is a critical moment for many students and one where their educational experiences may change dramatically, but are students academically prepared? From a structured and supported environment, they enter a more autonomous and independent setting and little is known about their preparedness for this transition. This paper explores, through the voices of teachers in schools and colleges, two aspects of preparedness for higher education, independent learning and academic confidence, in order to more closely examine the challenges faced by thousands of new students each year. The findings highlighted differences in both terminology and approach between the two educational layers and contributes new insights to support universities in enhancing practice through a deeper understanding of the prior experiences of their new students through the lens of their teachers. Overall the paper highlights some significant messages about the gap between these two levels of education which cannot simply be left to the student to navigate.

Item Type:	Article
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 08/04/2019, available online: http://www.tandfonline.com/10.1080/0309877x.2019.1595547
Uncontrolled Keywords:	1301 Education Systems
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Sport Studies, Leisure & Nutrition (closed 31 Aug 19)
Publisher:	Taylor & Francis (Routledge)
Date Deposited:	11 Apr 2019 09:14
Last Modified:	04 Sep 2021 09:30
DOI or ID number:	10.1080/0309877x.2019.1595547
URI:	https://researchonline.ljmu.ac.uk/id/eprint/10537

View Item