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Great Expectations: Sixth-formers' perceptions of teaching and learning in degree-level English

Karen Smith & Chris Hopkins

Arts and Humanities in Higher Education 4 (3):304-318 (2005)

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School to University: An Investigation into the Experience of First-Year Students of English at British Universities.Keverne Smith - 2004 - Arts and Humanities in Higher Education 3 (1):81-93.details This article continues the debate about the transition from school to university begun in the international forum in volume 2 of this journal and developed in the thoughtful response from Michael Marland in volume 2. It examines some of the many points made there in relation to students’ own views. Interested colleagues at different institutions were invited to issue a short questionnaire to first-year undergraduates studying English, to discover how well prepared they felt for specified aspects of this transition. Some (...) Download Export citation Bookmark 8 citations
School to University: Sunlit steps, or stumbling in the dark?Keverne Smith - 2003 - Arts and Humanities in Higher Education 2 (1):90-98.details This article begins by showing that students’ failure to complete degree courses is an international problem. It suggests that a major cause of this is the lack of a planned transition between school and university. Using the teaching of English in British universities as a case study, it examines factors both within and beyond the academic discipline which contribute to the difficulty of making this transition. It concludes that greater efforts need to be made to liaise between the two sectors. Download Export citation Bookmark 6 citations
The Transition from School to University: Who prepares whom, when, and how?Michael Marland - 2003 - Arts and Humanities in Higher Education 2 (2):201-211.details This article reviews the five contributions to the Forum on ‘Access and transition to higher education’ in Volume 2 of this journal, and considers the needs of all potential undergraduate students–especially those from backgrounds from which students have rarely come, including the most disadvantaged. The article reflects upon secondary school curricula and pastoral care provision, and also on the need for more specific tuition in key skills in the courses offered by universities. Download Export citation Bookmark 9 citations
Transition to Tertiary Education in the Arts and Humanities: Some Academic Initiatives from Australia.Rosemary Clerehan - 2003 - Arts and Humanities in Higher Education 2 (1):72-89.details The ‘successful’ Arts student of the new millennium in Australia is likely to be female and studying full-time, having justcompleted her final year of schooling. Increasing numbers of students, however, are mature-age, are working long hours in paid employment, ormay be the first in their family to attend university. A significant proportion of this heterogeneous population may appear on campus only rarely. In order toengage the hearts and minds of thesestudents in their arts and humanities studies, it is necessary to (...) Download Export citation Bookmark 7 citations
Bridging the Gap between A Level and Degree: Some observations on managing the transitional stage in the study of English Literature.Gillian J. Ballinger - 2003 - Arts and Humanities in Higher Education 2 (1):99-109.details This article examines the teaching of Advanced level students in both years of their studies at two secondary schools in the Staffordshire area. The purpose of the investigation is to compare the tuition of A level students to the teaching of first year undergraduates at Keele University, specifically in relation to concerns raised by the undergraduates during the potentially disorientating period at the start of their degree studies. The question of whether there is a need to manage the students’ transition (...) Download Export citation Bookmark 13 citations

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