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首页> 外文期刊>Journal of Further and Higher Education >Traditional practice for non‐traditional students? Examining the role of pedagogy in higher education retention
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Traditional practice for non‐traditional students? Examining the role of pedagogy in higher education retention

机译：非传统学生的传统练习？检查教学法在高等教育保留中的作用

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摘要

The current agenda for widening participation (WP) promotes equal access to higher education (HE), yet it also implicitly requires institutions to develop support strategies to ensure a successful learning experience and good retention for different groups of students. The objective of this article is predominantly reflected in the latter goal and considers student retention, rather than recruitment. Specifically, it focuses on whether non‐traditional students’ experiences of teaching environments could potentially contribute to ‘drop‐out’, ultimately enhancing our understanding of what role pedagogy might play in WP retention strategies. Using a qualitative framework, the views of a group of non‐traditional students are presented, focusing specifically on their experience of teaching provision, and the extent to which it matched their expectations of HE. Consideration is then paid to the students’ views to garner an account of solutions they deem to be essential in tackling negative experiences and subsequent attrition. The present project should have wider appeal for those interested in understanding how student‐centred research can help deal with the challenges faced by WP students.View full textDownload full textKeywordsretention, pedagogy, non‐traditional students, drop‐outRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/0309877X.2010.540320
机译：当前的扩大参与（WP）议程促进了平等获得高等教育（HE）的机会，但同时也隐含地要求机构制定支持策略，以确保成功的学习经验和对不同学生群体的良好保留。本文的目标主要体现在后一个目标中，并考虑了留住学生而不是招聘。具体来说，它着重于非传统学生的教学环境经验是否可能有助于“辍学”，最终增进我们对教育学在WP保留策略中可能扮演的角色的理解。使用定性框架，提出了一组非传统学生的观点，特别关注了他们在提供教学方面的经验，以及在多大程度上满足了他们对高等教育的期望。然后考虑学生的观点，以获取他们认为对解决负面经历和随后的减员至关重要的解决方案。对于希望了解以学生为中心的研究如何帮助解决WP学生所面临的挑战感兴趣的人们，本项目应该具有更大的吸引力。查看全文下载全文关键字保留，教学法，非传统学生，请退出相关var addthis_config = {ui_cobrand：“ Taylor＆Francis Online”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/0309877X.2010.540320

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