Towards More Confident Learners: The Use of Academic Mentors with Foundation Degree Students

Autor/in	Russell, Megan
Titel	Towards More Confident Learners: The Use of Academic Mentors with Foundation Degree Students
Quelle	In: Research in Post-Compulsory Education, 14 (2009) 1, S.57-74 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Mentors; Case Studies; Early Childhood Education; Preschool Teachers; Efficiency; Foreign Countries; Employment Qualifications; Teacher Qualifications; Vocational Education; Research Methodology; United Kingdom (England) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Effectiveness; Effektivität; Wirkungsgrad; Ausland; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Lehrqualifikation; Ausbildung; Berufsbildung; Research method; Forschungsmethode
Abstract	This practitioner-based case study assessed the effect of a newly introduced academic mentoring system on adult foundation degree students, in terms of opinion, take-up, experience and development of academic skills. Triangulated data were gathered from two separate groups of Early Years students over one academic year, and personal and procedural issues affecting system efficiency were identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10