The Tertiary Awareness Programme Pilot Transition from Secondary School to University. An Australian Experience in Student Transition.

Autor/inn/en	Farrell, Wendy; Farrell, Kent
Titel	The Tertiary Awareness Programme Pilot Transition from Secondary School to University. An Australian Experience in Student Transition.
Quelle	(2000), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acculturation; Adjustment (to Environment); Adult Learning; Articulation (Education); Conventional Instruction; Daily Living Skills; Educational Environment; Educational Strategies; Foreign Countries; High School Students; High Schools; Higher Education; Lifelong Learning; Orientation; Outcomes of Education; Partnerships in Education; Pilot Projects; Program Effectiveness; Program Implementation; Skill Development; Social Integration; Transitional Programs; Universities; Australia + Suchen Sie Ihr Suchwort? Akkulturation; Adulte education; Adult training; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Alltagsfertigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstrategie; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Life-long learning; Lebenslanges Lernen; Orientierung; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Pilot project; Modellversuch; Pilotprojekt; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Integration; University; Universität; Australien
Abstract	Australia's Queensland Education Department and Central Queensland University (CQU) jointly developed a pilot program, called the Tertiary Awareness Programme Pilot (TAPP), to ease the transition of students advancing from Queensland's Glenmore State High School to the university. Unlike most previous transition-type courses, the TAPP relied heavily on a process of acculturation and socialization in conjunction with the delivery of a variety of traditional learning and student-centered life skills. The TAPP was designed to integrate the academic, social, economic, and environmental aspects of transition. Its primary aim was to encourage development of appropriate lifelong learning skills by senior high school students who were preparing for their first year at a university. The 10-week TAPP was delivered on campus at CQU to allow participants to experience a high degree of "socialization." The TAPP materials were delivered through a combination of lecture and tutorial formats. In addition, students took part in activities outside the classroom, including orientation programs with CQU's student association and meetings and social functions with faculty, and social functions with various departments. Postprogram evaluations confirmed that the TAPP significantly improved students' levels of understanding of a wide range of transition-related issues. (Contains 14 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC