Titlebook: Student Transitions from Further Education to University; Melanie Beckett Book 2024 The Editor(s) (if applicable) and The Author(s), under

無(wú)法生存

書(shū)目名稱(chēng)Student Transitions from Further Education to University影響因子(影響力)




書(shū)目名稱(chēng)Student Transitions from Further Education to University影響因子(影響力)學(xué)科排名




書(shū)目名稱(chēng)Student Transitions from Further Education to University網(wǎng)絡(luò)公開(kāi)度




書(shū)目名稱(chēng)Student Transitions from Further Education to University網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書(shū)目名稱(chēng)Student Transitions from Further Education to University被引頻次




書(shū)目名稱(chēng)Student Transitions from Further Education to University被引頻次學(xué)科排名




書(shū)目名稱(chēng)Student Transitions from Further Education to University年度引用




書(shū)目名稱(chēng)Student Transitions from Further Education to University年度引用學(xué)科排名




書(shū)目名稱(chēng)Student Transitions from Further Education to University讀者反饋




書(shū)目名稱(chēng)Student Transitions from Further Education to University讀者反饋學(xué)科排名

LOPE

反叛者

Permanent

Factors That Facilitate or Impede Student Learning in the Fields of FE and HE,to university. What happened post university and the career paths they ultimately chose is explained in the addendum that follows this chapter. Conducting this study has been a learning journey, both professionally in terms of my practice and personally in the capacity of a PhD student. I share my journey’s reflections at the end of this chapter.

SPALL

Melanie BeckettProvides the unique stories of 12 students over a three year period.Contributes first-hand knowledge to existing literature on educational transitions.Offers recommendations for tailored undergraduate

THROB

mutineer

Book 2024traditionally working-class area of the UK, to higher education. The author employs narrative inquiry in order to explore the participants’ unique perspectives. Theoretically, Bourdieu’s concepts of field and habitus are used to explain how these undergraduates adapted to their new circumstances, wh

內(nèi)部

Discussion,lterations to previous ways of thinking, being, feeling and acting throughout FE and HE. Individuals’ journeys and habitus were in a constant state of flux across all 3 years as they developed in response to external (and internal) stimulus. Subsequently, individuals’ habitus subtly altered to accommodate their new surroundings.

上坡

巫婆