An Exploration of the Value Placed on the Content, Interaction and Incentive Dimensions of Learning by Young People in Post-Compulsory Education

Autor/in	Mainwaring, Deborah
Titel	An Exploration of the Value Placed on the Content, Interaction and Incentive Dimensions of Learning by Young People in Post-Compulsory Education
Quelle	In: Research in Post-Compulsory Education, 21 (2016) 4, S.330-345 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2016.1226558
Schlagwörter	Interaction; Incentives; Program Content; Statistical Analysis; Value Judgment; Educational Attitudes; Questionnaires; Epistemology; Apprenticeships; Secondary School Students; Likert Scales; Relevance (Education); Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Interaktion; Anreiz; Programmgestaltung; Statistische Analyse; Werturteil; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Fragebogen; Erkenntnistheorie; Apprenticeship; Lehre; Sekundarschüler; Likert-Skala; Relevance; Relevanz; Ausland
Abstract	The paper presents the findings of quantitative research that explores the value young people in post-compulsory education in England attach to three dimensions of learning. The dimensions of learning are the content dimension, the interaction dimension and the incentive dimension. Three hundred and thirty-one young people in four post-compulsory settings completed a purposefully designed questionnaire. The data were analysed using descriptive and inferential statistics. The findings indicated that the learners do value the dimensions of learning but they do not value them equally or consistently. The young people attach most value to the content dimension of learning. The results are considered in relation to the context of the assessment procedures of the English education system, young people's self-belief and learner identity, and the remit of the post-compulsory sector. It is argued that the post-compulsory sector is an integral part of an "epistemic apprenticeship". This apprenticeship can be shaped to ensure that young people are equipped as learners to surmount the challenges of twenty-first century living. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01