Mature-age access students: affective support in the open foundation experience
There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructi...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Penglase, Bethio [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2011 |
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| Übergeordnetes Werk: |
Enthalten in: Studies in continuing education - London [u.a.] : Taylor & Francis, 1978, 15(1993), 1, Seite 39-49 |
|---|---|
| Übergeordnetes Werk: |
number:1 ; volume:15 ; year:1993 ; pages:39-49 |
| Links: |
|---|
| DOI / URN: |
10.1080/0158037930150104 |
|---|
| Katalog-ID: |
NLEJ252589858 |
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| 520 | |a There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education. | ||
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10.1080/0158037930150104 doi (DE-627)NLEJ252589858 (TFO)746591996 DE-627 ger DE-627 rda eng Penglase, Bethio verfasserin aut Mature-age access students: affective support in the open foundation experience 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 15(1993), 1, Seite 39-49 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1 volume:15 year:1993 pages:39-49 https://www.tib.eu/de/suchen/id/tandf%3A0f3533cb32f1b5a14f46491919dc111e82b594ca Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1 15 1993 39-49 |
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10.1080/0158037930150104 doi (DE-627)NLEJ252589858 (TFO)746591996 DE-627 ger DE-627 rda eng Penglase, Bethio verfasserin aut Mature-age access students: affective support in the open foundation experience 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 15(1993), 1, Seite 39-49 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1 volume:15 year:1993 pages:39-49 https://www.tib.eu/de/suchen/id/tandf%3A0f3533cb32f1b5a14f46491919dc111e82b594ca Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1 15 1993 39-49 |
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10.1080/0158037930150104 doi (DE-627)NLEJ252589858 (TFO)746591996 DE-627 ger DE-627 rda eng Penglase, Bethio verfasserin aut Mature-age access students: affective support in the open foundation experience 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 15(1993), 1, Seite 39-49 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1 volume:15 year:1993 pages:39-49 https://www.tib.eu/de/suchen/id/tandf%3A0f3533cb32f1b5a14f46491919dc111e82b594ca Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1 15 1993 39-49 |
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10.1080/0158037930150104 doi (DE-627)NLEJ252589858 (TFO)746591996 DE-627 ger DE-627 rda eng Penglase, Bethio verfasserin aut Mature-age access students: affective support in the open foundation experience 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 15(1993), 1, Seite 39-49 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1 volume:15 year:1993 pages:39-49 https://www.tib.eu/de/suchen/id/tandf%3A0f3533cb32f1b5a14f46491919dc111e82b594ca Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1 15 1993 39-49 |
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10.1080/0158037930150104 doi (DE-627)NLEJ252589858 (TFO)746591996 DE-627 ger DE-627 rda eng Penglase, Bethio verfasserin aut Mature-age access students: affective support in the open foundation experience 2011 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education. Enthalten in Studies in continuing education London [u.a.] : Taylor & Francis, 1978 15(1993), 1, Seite 39-49 Online-Ressource (DE-627)NLEJ252589009 (DE-600)2037834-8 (DE-576)263253910 1470-126X nnns number:1 volume:15 year:1993 pages:39-49 https://www.tib.eu/de/suchen/id/tandf%3A0f3533cb32f1b5a14f46491919dc111e82b594ca Digitalisierung Deutschlandweit zugänglich ZDB-1-TFO GBV_NL_ARTICLE AR 1 15 1993 39-49 |
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mature-age access students: affective support in the open foundation experience |
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Mature-age access students: affective support in the open foundation experience |
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There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education. |
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There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education. |
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There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">NLEJ252589858</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20231206142637.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231206s2011 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/0158037930150104</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ252589858</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(TFO)746591996</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Penglase, Bethio</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Mature-age access students: affective support in the open foundation experience</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2011</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">There is a considerable body of published research which describes the experience of adult students, especially women, entering formal tertiary programs, and a lively forum for discussion of equity principles and their application to mature-age access students, as well as the curricula and instructional strategies appropriate to such courses. However, the affective area of support is another issue, and one which usually lags behind other considerations when access courses are nudged in a new direction. The difficulty of evaluating programs in the affective domain is certainly one of the reasons for this lag, but the first is probably the subjective nature of the data on which the psychological effects of educational disadvantage must be assessed This paper discusses the impact of the access course situation upon mature-age students at Newcastle University, in the light of recruitment modes and student support structures. It is hoped that continued discussion will lead us to valuable insights into the characteristics and perceptions of non-traditional students, and thus to more satisfying outcomes for those embarking on the uncharted waters of tertiary education.</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Studies in continuing education</subfield><subfield code="d">London [u.a.] : Taylor & Francis, 1978</subfield><subfield code="g">15(1993), 1, Seite 39-49</subfield><subfield code="h">Online-Ressource</subfield><subfield code="w">(DE-627)NLEJ252589009</subfield><subfield code="w">(DE-600)2037834-8</subfield><subfield code="w">(DE-576)263253910</subfield><subfield code="x">1470-126X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">number:1</subfield><subfield code="g">volume:15</subfield><subfield code="g">year:1993</subfield><subfield code="g">pages:39-49</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.tib.eu/de/suchen/id/tandf%3A0f3533cb32f1b5a14f46491919dc111e82b594ca</subfield><subfield code="x">Digitalisierung</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-TFO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="e">1</subfield><subfield code="d">15</subfield><subfield code="j">1993</subfield><subfield code="h">39-49</subfield></datafield></record></collection>
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