Suitable for FE teachers taking Level 3 courses, this text includes several practical activities and case studies. Each chapter relates to specific learning and skills development goals, and the text also covers the aims and objectives of the main courses.
Work-based learning routes are a flexible and innovative way to gain Higher Education qualifications. This book reflects that flexibility and prepares tutors for helping work-based students learn in a variety of ways. It covers the major aspects of work-based learning, including: APL; work-based projects; quality assurance; and use of technology.
This book is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institution-wide basis.
Provides a skilfully balanced mix of essential theory and practical guidance to support you if you are studying an 'education and training' qualification. This book covers fundamental background information such as key philosophies and concepts, current policy and practice, key thinkers and ideas, and includes a useful chronology.
Why do small group teaching styles need to be so different to those used in tutorials and lectures? This guide for new university or college teachers brings together straightforward and practical advice on small group teaching as well as examples of practice across disciplines and a sprinkling of sound educational theory.
Helps develop an active engagement with the issues facing teachers and trainers working in the field of post compulsory education. This book includes overviews with self-assessment exercises, authors pursuing particular lines of inquiry, and suggestions for ways in which readers might engage in debate and research.
Norman Lucas contends that FE is fundamentally divided and that the practices of FE teachers are best understood by appreciating the diversity of needs of FE students. He shows that the tensions between the divisions, diversity and growing regulation are at the hub of the many challenges facing policy makers and FE teachers.
The authors provide a variety of perspectives on adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning, what motivates it, and how best it might be developed.
Based on a series of workshops on postgraduate supervision, this guide presents frequently encountered difficulties in the student/supervisor relationship. It includes a section that shows how the case studies can be used in a teaching workshop setting.
For teachers, aspiring teachers and other professionals in upper secondary schools, further education colleges and universities who wish to increase learner motivation and to create opportunities for greater learner autonomy.
This book brings together the perspectives of researchers, policy-makers and practitioners from across England, Wales and Scotland. It analyses each country's approach to national policy, organisation, governance and practice.
Training courses do not always produce the outcomes desired. Peter Taylor shows how to improve the quality of the entire training process by showing trainers, trainees and other stakeholders how to adapt training courses to their local conditions to create sustainable improvement.
Suitable for Higher Education academics, adjuncts, teaching assistants and research students who are looking for guidance inside and outside the classroom, this book covers a wide range of teaching contexts, including mentoring students and staff, supervising dissertations and how to approach informal meetings outside of lectures.
Produced as part of a government funded project, this book will be a practical, but research-based guide for all those in higher and further education who wish to use computers to assess their students' learning.
Research is a longstanding and well-recognized function of universities but in recent years the research context has altered dramatically, and research policy, funding and management have become ever more complex. This book helps us to understand the changes in and complexity of managing research in universities.
Aimed at new as well as more experienced lecturers, this book contains practical advice, grounded in learning theory. It shows how to take a step back, reflect on your practice and take measures to improve it. It explores ideas such as: using feedback from peers and students; turning your understanding into practice; and more.
Creates a new model of mentoring where guided, flexible structures unleash the creative capacity of the group. Approaches include the use of lifelong mentoring, professional peer networking and the creative use of collaborative teams.
The Author Discusses The Relationship Between Motives, Education And Life history to explore how they shape people and their motives for learning, challenging the orthodox view that non-traditional students enter education for purely
Examines the pressures on traditional models of personal tutoring and sets this against the benefits of greater interaction and engagement to support students as they make the transition into higher education and progress through it successfully. This book is a useful reading for managers and tutors in higher education.
Suitable reading for further education (FE) lecturers, this guide offers a general introduction to unravelling the maze of assessment in FE. It provides readers with hints and strategies for answering the key questions, including why, what, how and where to assess.