Misunderstandings about Student Transitions to University
A Slow-Motion Dialogue between Staff and Students
Bibliographic Data
| ID | 11953890 |
|---|---|
| Authors | Leonard D Baer (Kwame Nkrumah University of Science and Technology, corresponding author) |
| Year | 2008 |
| Volume | 32 |
| Issue | 2 |
| Pages | 303-320 |
| Publication date | 2008-04-14 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098260701514132 |
| OpenAlex | W2017347911 |
| Language | EN |
| Citations received | 2 |
| References cited | 41 |
This study is based on a stage-by-stage dialogue between four geography staff and seven students. Members of staff were asked to identify issues that reflect academically inappropriate behaviour in classes for students at university (as opposed to school) level. Students were then asked to comment on the staff's views. In general, the students felt that staff's comments showed a lack of understanding about what the students were going through in making the transition to tertiary education. Rejoinders from staff were notable for leading to new ideas, reinforcing positions or, in one case, feeling misinterpreted. The dialogue led to reflections on misunderstandings about student transitions to tertiary education
Feeling · Higher education · Mathematics education · Pedagogy · Political science · Teaching staff · Tertiary level · Transition (genetics · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education · Social Psychology
Researching Social Life
Growing Up Girl
Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education
Place and personal identity in old age
Mind the Gap
The Psychological and Social Origins of Autobiographical Memory
A reconceptualisation of the research into university academics' conceptions of teaching
Pygmalion in the classroom
The Discovery of Grounded Theory
Internet Communication and Qualitative Research
Boundary Crossings
New Directions in Research on Youth in Transition
Wild and Tame Zones
Attachment to Parents, Social Support Expectations, and Socioemotional Adjustment During the High School-College Transition
Transitions to Work
First-Year Students’ Adjustment to University Life as a Function of Relationships with Parents
Cognitive Complexity of Expectations and Adjustment to University in the First Year
Teaching the history and philosophy of geography in British undergraduate courses
Students' Undergraduate Expectations and Post‐graduation Experiences of the Value of a Degree
It's not all about grades”
Breaking through the a level effect
Teaching Geography to Non-traditional Students
It's Taking Me a Long Time but I'll Get There in the End’
Sex Differences in Self-Concept and Symptoms of Depression During the Transition to College
Pygmalion in the classroom
Fieldwork and disabled students
Geography as the world discipline
Finding or losing yourself
The stress of the transition to university
Listening to students
The Rites of Passage
Race and Ethnic Differences in Depressed Mood Following the Transition from High School
Choices of Degree or Degrees of Choice? Class, 'Race' and the Higher Education Choice Process
| Citations per year | 0.12 |
|---|---|
| Citation span | 2009 - 2012 (4) |
| Highly cited | No |