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首页> 外文期刊>Journal of Further and Higher Education >Deconstructing the student experience on an educational studies degree, with reference to student choice, access and outcomes
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Deconstructing the student experience on an educational studies degree, with reference to student choice, access and outcomes

机译：参照学生的选择，获取途径和成果来解构教育学习学位上的学生体验

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Educational studies as a discipline is now a feature in many British universities, but little research has been undertaken to explore what kinds of student choose the subject, how easily they access it or how they fare as undergraduate students. This article attempts to address this paucity of research by drawing on a selection of findings from a study undertaken with undergraduate students between 2004 and 2007. The study tracks the progress of a single cohort of students, some from vocational backgrounds and some from traditional academic backgrounds, on a full-time, three-year BA Honours educational studies degree.The article initially provides a discussion relating to the historical place of educational studies as a subject for study at undergraduate level and suggests how this links to the British widening-participation agenda. This provides a context for the subsequent sections, which present a selection of findings from the three-year research project. The project was designed to explore the students’ experiences by asking which of them were accepted to undertake the degree by admissions staff, how they fared on the degree and, critically, whether their pre-entry qualifications had an impact on their progress and success. This article provides some answers to these questions which suggest that admissions staff are more cautious in accepting vocational entry qualifications, but that the nature of these has little bearing on ultimate success on the degree. It concludes by suggesting how this knowledge might impact on information for potential applicants and on the selection of students in the future.View full textDownload full textKeywordseducational studies, vocational, admissions, student experience, achievementRelated 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.2011.584968
机译：教育研究作为一门学科现已成为许多英国大学的特色，但很少进行研究来探讨哪种类型的学生选择该学科，他们选择该学科的难易程度或他们作为本科生的表现。本文试图通过对2004年至2007年间与本科生进行的一项研究得出的一些结论来解决这一研究不足的问题。该研究追踪了单个学生群体的进展情况，其中一些来自职业背景，一些来自传统学术背景，获得全职三年荣誉文学学士学位的教育研究学位。本文最初讨论了教育研究作为本科学习主题的历史地位，并提出了这与英国扩大参与议程之间的联系。这为后续各节提供了背景，这些节介绍了为期三年的研究项目的一些发现。该项目旨在探究学生的经历，询问他们被录取人员录取了哪些学位，他们在学位方面的表现如何，以及至关重要的是，他们的入学前资格是否对他们的进步和成功产生影响。本文提供了对这些问题的一些答案，这些问题表明招生人员在接受职业入学资格方面更为谨慎，但这些性质与学位的最终成功无关。最后，通过建议这些知识如何影响潜在申请人的信息以及将来对学生的选择产生影响。查看全文下载全文关键词教育，职业，录取，学生经验，成就相关关键字var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，可口，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.2011.584968

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