portada Identifying Potential for Equitable Access to Tertiary Level Science: Digging for Gold (en Inglés)

Identifying Potential for Equitable Access to Tertiary Level Science: Digging for Gold (en Inglés)

Formato

Libro Físico

Autor

Marissa Rollnick

Editorial

Springer

Idioma

Inglés

N° páginas

183

Encuadernación

Tapa Blanda

Dimensiones

23.4x15.6x1 cm

Peso

0.28 kg.

ISBN13

9789401784948

Categorías

Estrategias y políticas educativas
Educación superior y continua, educación terciaria
Enseñanza de una materia específica
Enseñanza: ciencias, general

Identifying Potential for Equitable Access to Tertiary Level Science: Digging for Gold (en Inglés)

Marissa Rollnick (Autor) · Springer · Tapa Blanda

Libro Nuevo Importado

Envío: 16 a 23 días háb.

$ 190.80$ 95.40

-50%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan más de 100 unidades

$ 95.40

Llega entre el 21 Sep y el 02 Oct a Quito, Pichincha. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Identifying Potential for Equitable Access to Tertiary Level Science: Digging for Gold (en Inglés)"

Higher education internationally is in a state of transition and transformation, leading to an increase in the level of participation, and a consequent increase in number of non traditional and underprepared students. The appearance of these students provides a particular challenge in the sciences where adequate grounding is crucial. One response to this challenge has been the provision of access, foundation or "second chance programmes" which operate on different models internationally. In South Africa, where the push for equity is strong in the wake of the apartheid era, programmes have generally been established at all tertiary institutions with some of the most successful of these programmes based at universities characterised by a high research output. Consequently in the last decade there has been a great deal of research into the effectiveness of these programmes both at a micro and macro level. Similar research in other countries exists, but is patchy and often based on small groups of students. This book provides valuable information on what research has to say about disadvantaged and under prepared science students and how they learn - what works and what does not work. It provides an examination of issues related to the programmes, their structure, student selection and adjustment. Issues such the learning of these students, their communicative ability and laboratory work come under the spotlight. Although examining the issue internationally, the book draws heavily on lessons from South Africa where there has been considerably experience of such programmes.