The Paradox of Skills [recurso electrónico] : Widening Participation, Academic Literacy & Students’ Skills Centres / edited by Linda Anne Barkas.
Tipo de material:
TextoSeries Studies in Inclusive Education ; 11Editor: Rotterdam : SensePublishers, 2011Descripción: IX, 139p. online resourceTipo de contenido: text Tipo de medio: computer Tipo de portador: online resourceISBN: 9789460914003Tema(s): Education | Literacy | Education | LiteracyClasificación CDD: 374.0124 Clasificación LoC:LC149-161Recursos en línea: Libro electrónico
En: Springer eBooksResumen: The objectives underpinning the policies to expand and widen participation have impacted on university provision to help students improve their general literacy and academic writing skills. This book examines how and why Students’ Skills Centres, (SSCs), gained such a hold in the sector, despite the contentious nature of the research evidence that challenges the notion of the applicability of generic writing skills. It is argued in the book, that on a small scale, SSCs illustrate the paradoxes and ironies that have developed in higher education. ‘
| Tipo de ítem | Biblioteca actual | Colección | Signatura | Copia número | Estado | Fecha de vencimiento | Código de barras |
|---|---|---|---|---|---|---|---|
| Libro Electrónico | Biblioteca Electrónica | Colección de Libros Electrónicos | LC149 -161 (Browse shelf(Abre debajo)) | 1 | No para préstamo | 378653-2001 |
Navegando Biblioteca Electrónica Estantes, Código de colección: Colección de Libros Electrónicos Cerrar el navegador de estanterías (Oculta el navegador de estanterías)
| LC1051 -1072 Linking Children’s Learning With Professional Learning | LC149 -161 Literacy Development and Enhancement Across Orthographies and Cultures | LC149 -161 Reading Comprehension | LC149 -161 The Paradox of Skills | LC149 -161 Literary Praxis | LC149 -161 Vygotsky and Literacy Research | LC189 -214.53 International Handbook of Inter-religious Education |
The objectives underpinning the policies to expand and widen participation have impacted on university provision to help students improve their general literacy and academic writing skills. This book examines how and why Students’ Skills Centres, (SSCs), gained such a hold in the sector, despite the contentious nature of the research evidence that challenges the notion of the applicability of generic writing skills. It is argued in the book, that on a small scale, SSCs illustrate the paradoxes and ironies that have developed in higher education. ‘
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