Foundation Years and Why They Matter

Foundation Years and Why They Matter

Leech, Stephen; Hale, Sarah

Emerald Publishing Limited

11/2024

216

Dura

9781837972135

Pré-lançamento - envio 15 a 20 dias após a sua edição

Descrição não disponível.
Foreword; Lee Elliot Major

Introduction; Stephen Leech

PART 1. Why foundation years exist

Chapter 1. Foundation Years for Social Justice; Stuart Peck and Nayyar Jaan Hussain

Chapter 2. Widening access, diversifying cohorts: Embedding a foundation year within highly selective HE; Alex Pryce

Chapter 3. 'There is probably nothing you could do that would prepare you better for university life': Foundation years as routes into higher education for mature students; Sarah Hale

PART 2. What foundation years do

Chapter 4. Closing the gap: A statistical analysis of the impact of a foundation year on awarding gaps in Business, Management and Economics; Gabriella Cagliesi and Mark Clark

Chapter 5. Success in STEM - and how foundation years support students from neurodivergent groups to achieve it; Anna Barney

Chapter 6. Student voices: Reflections on the value of a foundation year; Dawn Whitton and David W. Stoten

Chapter 7. Doing the Maths: The impact of a foundation year on Mathematics students' achievements and attitudes; Matthew J. Craven and Jenny M. Sharp

Chapter 8. Creating a student identity: belonging and mattering; Lucinda Becker

PART 3. What makes foundation years different

Chapter 9. Growing good practice: Foundation years as an incubator for pedagogical innovation and development; Lewis A. Baker, Carol Spencely, and Robert Walsha

Chapter 10. Skills for Success: A student-centred and student led curriculum; Jayne Hopkins, Ellie Davison, and Thomas Hobson

Chapter 11. Playing the game: Gamification as a pedagogical approach; Anna Tranter, Amy Stickels, and Miriam Schwiening

Conclusion: Foundation years matter; Sarah Hale and Stephen Leech
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Education Policy; Access to HE; Widening Participation; Pedagogy; Neurodivergent learning; Mature students