This book draws on a study of student transitions in higher education institutions to both unpack the concept of a learning transition and develop pedagogic strategies to enable learners to develop their learning careers. This book provides an original perspective on teaching and learning in higher education.

Autorentext

David Scott is Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London, UK. He has previously published Researching Education and Education, Epistemology and Critical Realism. Gwyneth Hughes is Senior Lecturer in Higher Education and former Director of Learning and Teaching at the Institute of Education, University of London, UK. She has recently published Ipsative Assessment. Carol Evans is Associate Professor at the University of Exeter, UK, a Principal Fellow of the Higher Education Academy and President of the Education, Learning, Styles, Individual differences Network (ELSIN). Penny Jane Burke is Professor of Education and Director of the Paulo Freire Institute-UK in the Centre for Higher Education and Equity Research (CHEER) at the University of Sussex, UK. She has previously published The Right to Higher Education: Beyond Widening Participation. Catherine Walter is Lecturer in Applied Linguistics at the University of Oxford, UK. David Watson is Principal of Green Templeton College and Professor of Higher Education at the University of Oxford, UK. He has prviously published A Question of Morale and The Engaged University.

Inhalt
Preface 1. Introduction 2. The Four Transitions 3. Transitions: Attributes, Essences and Distinctions 4. Learning Careers 5. Identities, Pathologies and Power Relations 6. Academic Literary Practices 7. Assessment Careers 8. Feed-forward and Feedback Strategies 9. Participatory and Transformative Learning Pedagogies 10. Pedagogies for Transitions Annex One Methodologies and Research Approaches References Author Index Subject Index