Partners in Learning or Monitors for Attendance? Views on Personal Tutorials from Further Education

Autor/inn/en	Bullock, Kate; Fertig, Mike
Titel	Partners in Learning or Monitors for Attendance? Views on Personal Tutorials from Further Education
Quelle	In: Research in Post-Compulsory Education, 8 (2003) 3, S.329-344 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Foreign Countries; Adult Education; Student Recruitment; Academic Persistence; School Holding Power; Educational Attitudes; Postsecondary Education; Tutors; Student Attitudes; Well Being; United Kingdom; Partners in Learning + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Post-secondary education; Tertiäre Bildung; Förderlehrer; Lehrender; Tutor; Schülerverhalten; Well-being; Wellness; Wohlbefinden; Großbritannien
Abstract	Among current concerns in the further education sector in the United Kingdom, the attainment and retention of students has attracted much consideration and subsequent intervention. In many colleges, tutor time and resources have been allocated to providing a personal tutorial entitlement for students that includes one-to-one discussions with an informed adult. This is seen as a strategy for improvement that will provide guidance and enhancement of individual learning, and also support for general well being in the college. This article explores the perceptions of students and their tutors of the tutorial provision in one general college of further education. Expectations and experiences are compared and contrasted. Issues of significance to students and tutors are examined, and wider implications for colleges intending to implement and develop such systems drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10