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dc.contributor.authorHughes, Gareth
dc.contributor.authorMassey, Frances
dc.contributor.authorWilliams, Sarah
dc.date.accessioned2017-06-30T09:39:22Z
dc.date.available2017-06-30T09:39:22Z
dc.date.issued2016-12
dc.identifier.citationHUGHES, G.; MASSEY, F.; WILLIAMS, S. (2017). 'An investigation of the views, understanding, knowledge, experience and attitudes of sixth form teachers in regard to the preparedness of their students for the transition to university.' Final Report. Derby NEMCON HEFCEen
dc.identifier.urihttp://hdl.handle.net/10545/621721
dc.description.abstractResearch has identified that many students feel significantly unprepared for university life and study While much work has been done to identify ways in which universities can successfully support their students through transition, little attention has been paid, in the literature, to the preparation students receive in school. This report details a mixed methods study to better understand the role of 6th form teachers in preparing students for university and their perceptions of how prepared their students are for Higher Education A number of recurring themes emerged from the resultant transcripts and where supported by quantitative findings. The teachers in the study clearly believed that they had an important role to play in preparing their students for university. Much of this role is currently focussed on career planning, promoting university, helping students make choices and supporting them through the application process. While some work is taking place to help students develop personally and academically, most teachers indicated that they would like to be able to do more in this area. There were broad agreements and concerns about the personal growth and emotional resilience of students. Focus group participants, whose students are, in the main, from non-traditional university going backgrounds also indicated cultural barriers. Teachers in both phases of the research also indicated concerns that many of their students were unable to visualise the future or prioritise beyond immediate concerns and this was undermining planning and preparation. Academic concerns were not shared by all schools, although some indicated that they believed many of their students would struggle to integrate academically into higher education. Teachers in the qualitative phase also identified time, resources, culture and current student attitudes and behaviours as barriers to their ability to do more to prepare their students.
dc.description.sponsorshipFunded through the National Network for Collaborative Outreach, North East Midlands Collaborative Outreach Networken
dc.language.isoenen
dc.publisherHigher Education Funding Council for England (HEFCE)en
dc.relation.urlhttp://www.hefce.ac.uk/sas/nnco/en
dc.relation.urlhttp://www.nemcon.ac.uk/en
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.subjectStudent transitionen
dc.subjectFurther educationen
dc.subjectFirst year experienceen
dc.subjectSixth form teachersen
dc.subjectHigher educationen
dc.titleAn investigation of the views, understanding, knowledge, experience and attitudes of sixth form teachers in regard to the preparedness of their students for the transition to universityen
dc.typeResearch Reporten
dc.contributor.departmentUniversity of Derbyen
refterms.dateFOA2019-02-28T15:52:54Z
html.description.abstractResearch has identified that many students feel significantly unprepared for university life and study While much work has been done to identify ways in which universities can successfully support their students through transition, little attention has been paid, in the literature, to the preparation students receive in school. This report details a mixed methods study to better understand the role of 6th form teachers in preparing students for university and their perceptions of how prepared their students are for Higher Education A number of recurring themes emerged from the resultant transcripts and where supported by quantitative findings. The teachers in the study clearly believed that they had an important role to play in preparing their students for university. Much of this role is currently focussed on career planning, promoting university, helping students make choices and supporting them through the application process. While some work is taking place to help students develop personally and academically, most teachers indicated that they would like to be able to do more in this area. There were broad agreements and concerns about the personal growth and emotional resilience of students. Focus group participants, whose students are, in the main, from non-traditional university going backgrounds also indicated cultural barriers. Teachers in both phases of the research also indicated concerns that many of their students were unable to visualise the future or prioritise beyond immediate concerns and this was undermining planning and preparation. Academic concerns were not shared by all schools, although some indicated that they believed many of their students would struggle to integrate academically into higher education. Teachers in the qualitative phase also identified time, resources, culture and current student attitudes and behaviours as barriers to their ability to do more to prepare their students.


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