000			03920nam a22004815i 4500
001			u377555
003			SIRSI
005			20160812084508.0
007			cr nn 008mamaa
008			100721s2010 ne | s |||| 0|eng d
020			_a9789048132249 _9978-90-481-3224-9
040			_cMX-MeUAM
050		4	_aLC8-6691
082	0	4	_a507.1 _223
100	1		_aRollnick, Marissa. _eauthor.
245	1	0	_aIdentifying Potential for Equitable Access to Tertiary Level Science _h[recurso electrónico] : _bDigging for Gold / _cby Marissa Rollnick.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2010.
300			_aVII, 183 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aIssues in Student Access -- Issues in Access Programmes -- A Survey of Programmes: Successes in Science Access -- Selection and the Identification of Potential -- Adjustment of Under-Prepared Students to Tertiary Education -- Lessons from Africa -- Research on Teaching and Learning in Access Courses -- Experimental Work in Science -- Language and Communicative Competence -- Conclusion.
520			_aHigher education reforms internationally have led to large increases in student numbers, and thus a consequent rise in so-called ‘non-traditional’ and underprepared students who arrive at higher education institutions with a variety of educational backgrounds. 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. This book provides much-needed analysis from researchers in the field, examining the ways in which disadvantaged and underprepared science students learn, as well as which pedagogical approaches have been proven to be effective. The chapters explore the issues more generally before focusing on the ways in which equal opportunities to learn have been implemented in tertiary education in Southern Africa, where models include the provision of access, foundation or ‘second chance’ programmes that have opened the door to vast numbers of new students. In South Africa, where the push for equity has been strong since the demise of apartheid, programmes have been established at all tertiary institutions, with some of the most successful of these programmes based at universities characterised by a high research output. As a result, the last decade has seen a great deal of research into the effectiveness of these programmes both at a micro and macro level. This volume provides an examination of issues related to the programmes, their structure, student selection and adjustment. Issues such as 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 considerable experience of such programmes.
650		0	_aEducation.
650		0	_aMathematics.
650		0	_aScience _xStudy and teaching.
650		0	_aEducational tests and measurements.
650		0	_aEducation, Higher.
650	1	4	_aEducation.
650	2	4	_aScience Education.
650	2	4	_aHigher Education.
650	2	4	_aMathematics Education.
650	2	4	_aEducational Policy and Politics.
650	2	4	_aAssessment, Testing and Evaluation.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789048132232
856	4	0	_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-90-481-3224-9
596			_a19
942			_cLIBRO_ELEC
999			_c205435 _d205435