Literaturnachweis - Detailanzeige
| Autor/inn/en | Osborne, Michael; Woodrow, Maggie |
|---|---|
| Institution | Further Education Unit, London (England). |
| Titel | Access to Mathematics, Science, and Technology. |
| Quelle | (1989), (75 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 1-85338-118-7 |
| Schlagwörter | Adult Students; College Admission; Continuing Education; Course Content; Curriculum Design; Foreign Countries; Mathematics Curriculum; Mathematics Education; Postsecondary Education; Program Effectiveness; Program Improvement; Science Curriculum; Science Education; Technology; United Kingdom (Great Britain) |
| Abstract | Research was conducted to investigate the curriculum implications of the development of Access courses in mathematics, science, and technology in Great Britain; to identify problem areas; to provide examples of appropriate teaching/learning strategies; and to indicate effective staff development approaches. (Access courses are an alternative form of entry into higher education for adult students.) A two-phase research design (1) determined the national provision of Access courses as derived from current data and original research; and (2) investigated specific Access courses in mathematics, science, and technology using questionnaires, general information, and case studies. The study found 30 mathematics, science, and technology Access courses, which tended to fall between entry-level and higher education. All 30 courses have links with institutions of higher education, but the degree of collaboration is variable. The content of the courses varied with the provider. The content in all courses was influenced by the content of one or more types of existing syllabi, such as standard entry programs, syllabi of linked higher education courses, and of other established Access programs. Students were selected using tests and interviews. The study recommended that the Access curriculum should be developed and reviewed cooperatively by further education and higher education staff and that formal review of students' progress be made. Recommendations also were made concerning course content, assessment, validation, progression, targeting, and student support. (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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