Exploring Barriers and Solutions to Academic Writing: Perspectives from Students, Higher Education and Further Education Tutors

Autor/inn/en	Itua, Imose; Coffey, Margaret; Merryweather, David; Norton, Lin; Foxcroft, Angela
Titel	Exploring Barriers and Solutions to Academic Writing: Perspectives from Students, Higher Education and Further Education Tutors
Quelle	In: Journal of Further and Higher Education, 38 (2014) 3, S.305-326 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2012.726966
Schlagwörter	Foreign Countries; Academic Discourse; Barriers; Student Attitudes; College Faculty; Adult Educators; Higher Education; Adult Education; Focus Groups; Health Education; Comparative Analysis; Time Factors (Learning); Time Management; Qualitative Research; Reading; Student Improvement; Citations (References); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Discourse; Diskurs; Schülerverhalten; Fakultät; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Zeitmanagement; Qualitative Forschung; Leseprozess; Lesen; Citations; Zitat
Abstract	Staff and student perceptions of what constitutes good academic writing in both further and higher education often differ. This is reflected in written assignments which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in a university and a nearby further education college in the north west of England to explore barriers and solutions to AW difficulties. This paper reports the findings generated using unmoderated focus groups with second-year university health studies students (n = 7) and moderated focus groups with further education college teachers (n = 3 and health studies lecturers in a university (n = 6). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10