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Author Barkas, Linda Anne.
Title The paradox of skills : widening participation, academic literacy & students' skills centres / Linda Anne Barkas.
Imprint Rotterdam ; Boston : SensePublishers, 2011.

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View online
Author Barkas, Linda Anne.
Series Studies in inclusive education ; v. 11.
Studies in inclusive education (Sense Publishers) ; v. 11.
Subject Higher education and state -- England.
Universities and colleges -- Social aspects -- England.
Vocational qualifications -- Study and teaching -- England.
Tutors and tutoring -- England.
Description 1 online resource (ix, 139 pages).
polychrome rdacc
Bibliography Note Includes bibliographical references.
Summary The objectives underpinning the policies to expand and widen participation have impacted on university provision to help students improve their general literacy and academic writing skills. This book examines how and why Students' Skills Centres, (SSCs), gained such a hold in the sector, despite the contentious nature of the research evidence that challenges the notion of the applicability of generic writing skills. It is argued in the book, that on a small scale, SSCs illustrate the paradoxes and ironies that have developed in higher education. '
Contents The Paradox of Skills -- DEDICATION -- TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- CHAPTER 1: INTRODUCTION -- INTRODUCTION -- Background -- The Research Study -- Conclusion -- Between the Text Comment -- End of Comment -- NOTES -- CHAPTER 2: THE DIMENSIONS THROUGH TIME OF THE FRAMEWORK OF WIDENING PARTICIPATION -- INTRODUCTION -- Between the Text Comment -- Back to the Text -- Policy Discourse -- Higher Educationa?s Changing Role in Society -- Human Capital Theories and Social Capital Theories -- Widening Participation as Lifelong Learning
Access for Whom?Conclusion -- Between the Text Comment -- End of Comment -- NOTES -- CHAPTER 3: DEAR ALIEN DO YOU SPEAK ENGLISH AS ONE OF YOUR LANGUAGES PLEASE? -- INTRODUCTION -- Whata?s in a Word? -- Section 1 A Theoretical Framework of Language and Literacy -- A Between the Text Comment a? A Little Aside -- Back to the Text -- Conclusion -- CHAPTER 4: TO TEACH OR NOT TO TEACH? CAN YOU SPOT THE DIFFERENCE? -- INTRODUCTION -- Support or Teaching? -- Conclusion -- Between the Text Comment -- End of Comment.
CHAPTER 5: A REVIEW OF THE RESEARCH METHODOLOGY AND THE STUDY OF THE SSC INTRODUCTION -- Ethical Issues from the Qualitative Research Part of the Study -- Overview of the Research Methodology -- Combining Qualitative and Quantitative Methods -- The Research Design -- NOTES -- CHAPTER 6: IS THERE A LIFE FORM WE RECOGNISE IN SSCs? -- Section 1 of 4: Framework of the Analysis -- Qualitative Findings -- Findings from Phase 11998a?2000 -- Findings from Phase II Distribution of Questionnaires on Studentsa? Study Skills -- Reading -- Writing -- English Language
Essays and ReportsInterviews -- Findings from the Interviews with Students -- Section 3-Course -- Section 4Study Skills Development -- Section 5-Yearly Progress -- Section 6Using the Student Skills Centre -- Section 7Future Courses/Career -- Section 8Any Advice to Potential Students? -- Summary of the Qualitative Research Findings -- Section 2 of 4: Quantitative Findings -- Analysis of Categorical Data from 1999 to 2002 -- First Interpretations of the Model Selected -- Interpretation of the Main Effect Due to a?Querya?
Interpretation of the Main Effect Due to a?Academic Yeara?Interpretation of the Interaction Effect among a?Querya?, a?Academic Yeara? and a?Gendera? -- Summary of the Quantitative Findings -- Section 3 of 4: Summary of Findings from the Applied Study of First Year Law Students -- Section 4 of 4: Summary of Research Findings -- Between the Text Comment -- End of Comment -- CHAPTER 7: CONCLUSION -- Introduction -- Section 1 -- Section 2 -- Conclusion -- Between the Text Comment -- End of comment. End of the Story of the SSC. -- APPENDIX 1
ISBN 9789460914003 (electronic bk.)
9460914004 (electronic bk.)
9781280785115 (MyiLibrary)
ISBN/ISSN 10.1007/978-94-6091-400-3
OCLC # 761874771
Additional Format Print version: (OCoLC)747717696 (OCoLC)747314040.

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