Informationen zum Autor Tony Edwards, Carol Fitz-Gibbon, Frank Hardman, Roy Haywood, Nick Meagher Klappentext This book looks in detail at the strong contrasts in the provision traditionally made for 'academically' and 'vocationally' minded students, and looks at differences and similarities in practice. The chapters report evidence of how students on both sides think they have been taught. They also report on how those students prefer to learn, how their teachers define the kinds of learning appropriate for particular qualifications and how the organisation of learning for 'different but equal' qualifications was observed in forty schools and colleges. The book's main focus is on the objectives and processes of learning at a stage which is certainly being transformed, but which is still powerfully shaped by myths about the sixth form and education of 'leaders'. Zusammenfassung This book looks in detail at the strong contrasts in provision traditionally made for 'vocationally' and 'academically' minded students, and looks at differences and similarities in practice. Inhaltsverzeichnis Chapter 1. Contrasts in Learning Chapter 2. Educating Leaders and Training Followers Chapter 3. Listening to Students via Questionnaires Chapter 4. Classroom observation in Academic and Vocational Courses Post-16 Chapter 5. A-level English Language and English Literature: Contrasts in Teaching and Learning Chapter 6. Links between Learning Styles, Teaching Methods and Course Requirements in GNVQ and A-level Chapter 7. Concentrated and Distributed Research: Reflective Observations on Methodology Chapter 8. Conclusion: Different but Unequal? References and Bibliography

Autorentext
Tony Edwards, Carol Fitz-Gibbon, Frank Hardman, Roy Haywood, Nick Meagher

Klappentext

This book looks in detail at the strong contrasts in the provision traditionally made for 'academically' and 'vocationally' minded students, and looks at differences and similarities in practice. The chapters report evidence of how students on both sides think they have been taught. They also report on how those students prefer to learn, how their teachers define the kinds of learning appropriate for particular qualifications and how the organisation of learning for 'different but equal' qualifications was observed in forty schools and colleges. The book's main focus is on the objectives and processes of learning at a stage which is certainly being transformed, but which is still powerfully shaped by myths about the sixth form and education of 'leaders'.

Inhalt
Chapter 1. Contrasts in Learning Chapter 2. Educating Leaders and Training Followers Chapter 3. Listening to Students via Questionnaires Chapter 4. Classroom observation in Academic and Vocational Courses Post-16 Chapter 5. A-level English Language and English Literature: Contrasts in Teaching and Learning Chapter 6. Links between Learning Styles, Teaching Methods and Course Requirements in GNVQ and A-level Chapter 7. Concentrated and Distributed Research: Reflective Observations on Methodology Chapter 8. Conclusion: Different but Unequal? References and Bibliography