scholarly journals Perspectives on the Student Transition into CS1

2019 ◽  
Author(s):  
Angela A. Siegel ◽  
Mark Zarb ◽  
Richard Glassey ◽  
Janet Hughes
Keyword(s):  
Student Transition

scholarly journals Supporting Student Transition into Professional Practice

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Donna Jacqueline Dey ◽  
Angela Lindsay ◽  
Patricia Thomson
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Local Authority ◽  
Early Years ◽  
Initial Teacher Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Transition ◽  
Student Focus ◽  
Student Transitions

Transitions can affect students throughout their time at university. This study aims to show the potential of an additional, non-assessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions. Much of the research around student transitions focuses upon transitions into and out of higher education. In addition, within the MA ITE programme, students perceive challenges in transitioning into Professional Practice during their four year programme. A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness. The study involved MA3 students visiting an Early Learning and Childcare (ELC) setting in one local authority, one afternoon a week for eight weeks, the aim of the placement being for them to gain experience in playing and communicating with younger children, prior to their official early years placement. Initial findings from student focus group discussions suggest that students perceived that the study did help to support them in further developing transition skills and attributes.

scholarly journals Careers guidance provisions and progression to post-16 education: An empirical analysis for Wales

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Rhys Davies ◽  
Suhaer Yunus ◽  
Katy Huxley
Keyword(s):  
Compulsory Education ◽  
Multivariate Logistic Regression Analysis ◽  
Further Education ◽  
Multivariate Logistic Regression ◽  
Multivariate Statistical ◽  
Policy Makers ◽  
Student Transition ◽  
Individual Level ◽  
School Based ◽  
Education Data

Careers guidance is widely regarded as important in supporting young people in making appropriate decisions following school. However, there is very little empirical evidence as to its effectiveness. This paper examines whether the services provided by Careers Wales have encouraged progression to post-compulsory education in Wales. The paper uses administrative education data for 2 cohorts of school pupils who completed their final year of compulsory education in Wales 2012/13 and 2013/14. Through linkage to individual level client records held by Careers Wales, those pupils who had received careers guidance during their final 2 years of school are identified. Further linkage to records regarding participation in either school based sixth-forms or colleges of Further Education provides a complete picture of participation in post-compulsory education among Welsh pupils and how rates of transition vary among different groups of pupils, including whether or not pupils had had some form of contact with Careers Wales. Multivariate statistical analysis was undertaken to examine whether or not, after controlling for other characteristics, accessing the services of Careers Wales was associated with the likelihood of attending post-compulsory education. The results based on multivariate logistic regression analysis reveal that receiving careers guidance through the medium of group sessions increases the likelihood of overall participation in post-compulsory education. The effect of this is enhanced when pupils also received a one to once careers interview during the last 2 years of school. In general, careers interventions are associated with a reduced likelihood of attendance at Sixth Form but encourages student transition to Further Education. The study offers important insights for policy makers and career practitioners in terms of the contributions of careers guidance in supporting post-16 educational landscape in Wales.

Reading and Writing Strategies

2016 ◽  
pp. 1162-1175
Author(s):  
Tanya Sturtz ◽  
Darrell Hucks
Keyword(s):  
Higher Education ◽  
Writing Skills ◽  
College Level ◽  
College Courses ◽  
Education Students ◽  
Reading And Writing ◽  
Student Transition ◽  
Program Of Study ◽  
Incoming Freshmen ◽  
To Come

In the field of education, students are not only expected to come to college with the reading and writing skills needed to successfully complete their program of study but also to enter the profession upon graduation with the ability to teach the next generation these skills. At the authors' institution of higher education, as with other higher education institutions, the reading and writing skills of incoming freshmen is a concern across the campus. To address this concern, two education faculty members created a reading and writing program. The program would prepare incoming freshmen with skills and strategies they could use to be successful in their college courses, as well as support student transition and retention. The pilot study created will address a concern raised in the literature regarding the under-explored reading research at the college level. To this end, this chapter shares the process involved in teaching the program and the experiences of the first cohort of students enrolled in the program.

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