Visit our Christmas Gift Finder
Click & Collect from 2 Hours
Last Christmas Delivery Dates
Free UK Standard Delivery on orders £20 and over Order in time for Christmas 18th December 2nd Class | 19th December 1st Class Free Click & Collect to shops From 2 hours of your order*
Understanding Undergraduates: Challenging our preconceptions of student success - SEDA Series (Paperback)
  • Understanding Undergraduates: Challenging our preconceptions of student success - SEDA Series (Paperback)
zoom

Understanding Undergraduates: Challenging our preconceptions of student success - SEDA Series (Paperback)

(author), (author)
£29.99
Paperback 264 Pages / Published: 21/03/2012
  • We can order this

Usually dispatched within 3 weeks

  • This item has been added to your basket

Most university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions - or stereotypes - they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement.

In this unique work, the authors explore UK and US university teachers' beliefs about their students' performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. So is it true, for instance, that British Asian students find medicine more difficult than their white counterparts, or that American students with sports scholarships take their studies less seriously? Is it the case that students who sit at the front of the lecture hall get better grades than those who sit at the back?

By comparing students' demographic data and their actual performance with their teachers' expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students' comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how university teachers can redesign their courses, introduce new activities and assignments and communicate effective learning strategies that students will be able to put into practice. Finally, the authors explore the ramifications of teachers' beliefs and suggest actions that can be taken at the level of the institution, department or programme and in educational development events, designed to level the playing field so that students have a more equitable chance of success.

Ideal for both educational developers and university teachers, this book:

reveals general tendencies and findings that will inform developers' own work with university teachers,

provides practical guidance and solutions for university teachers to be able to identify and address students' actual - rather than assumed - needs,

explores means of addressing and challenging people's natural tendency to rely on preconceived ideas and stereotypes, and

explains an action research method that educational developers can use on their own campuses to unravel some of the local preconceptions that may be hampering student success.

Publisher: Taylor & Francis Ltd
ISBN: 9780415667555
Number of pages: 264
Weight: 386 g
Dimensions: 235 x 159 x 15 mm

You may also be interested in...

Think You Can Think?
Added to basket
The Virgin University Survival Guide
Added to basket
Student Survival Guide
Added to basket
How to Study for a Mathematics Degree
Added to basket
The Unwritten Rules of PhD Research
Added to basket
Cambridge Student Pranks
Added to basket
Essential French Grammar
Added to basket
The Study Skills Book
Added to basket
How to Get Into Oxbridge
Added to basket
The Research Funding Toolkit
Added to basket
The University of Oxford
Added to basket
The Unexpected Professor
Added to basket

Reviews

Please sign in to write a review

Your review has been submitted successfully.