Literaturnachweis - Detailanzeige
Autor/in | Hlalele, D. J. |
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Titel | Do Learning Skills Acquired in the University Access Programme Enhance Participation in Academic Practice? |
Quelle | In: South African Journal of Higher Education, 24 (2010) 1, S.98-110 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1011-3487 |
Schlagwörter | Access to Education; Academic Support Services; Skill Development; Learner Engagement; Educational Practices; Epistemology; Behavioral Objectives; Educational Objectives; Achievement Need; Goal Orientation; Self Efficacy; Program Effectiveness; Communities of Practice; Independent Study; Student Participation; Foreign Countries; South Africa Education; Access; Bildung; Zugang; Bildungszugang; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungspraxis; Erkenntnistheorie; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Community; Selbststudium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | In this article I critically evaluate whether or not learning skills acquired in the university access programme enhance participation in academic practice. University access programmes have been developed with a view to preparing and empowering under-prepared students who did not meet the university criteria. The article claims that even though overwhelming evidence is available to suggest that access programmes provide access to university where there was none and undeniably add value to academic practice, participation in academic practice (epistemological access) is not necessarily guaranteed. (As Provided). |
Anmerkungen | Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |