Willing and Enabled: The Academic Outcomes of a Tertiary Enabling Program in Regional Australia

Autor/inn/en	Andrewartha, Lisa; Harvey, Andrew
Titel	Willing and Enabled: The Academic Outcomes of a Tertiary Enabling Program in Regional Australia
Quelle	In: Australian Journal of Adult Learning, 54 (2014) 1, S.50-68 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Foreign Countries; Achievement Gains; Postsecondary Education; Regional Schools; Enrollment Rate; Demography; Dropout Rate; Weighted Scores; Interdisciplinary Approach; Multicampus Colleges; Indigenous Populations; Minority Group Students; Refugees; Non English Speaking; Achievement Rating; Data Analysis; Statistical Analysis; School Statistics; Transitional Programs; Performance Factors; Academic Achievement; Australia + Suchen Sie Ihr Suchwort? Ausland; Achievement gain; Leistungssteigerung; Post-secondary education; Tertiäre Bildung; Demografie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sinti und Roma; Flüchtling; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Auswertung; Statistische Analyse; Leistungsindikator; Schulleistung; Australien
Abstract	This paper examines the achievement levels of students undertaking the Tertiary Enabling Program (TEP) at La Trobe University. The TEP is an alternative pathway program that traverses multiple institutions, campuses, and disciplinary areas, and is designed to prepare a diverse student cohort for tertiary study. The Program integrates several sources of support, including tutorials, mentoring, and counselling. We found high overall achievement levels, indicating success in teaching and supporting students with variant needs. Nevertheless, there was substantial variation in achievement between subjects, campuses, and student groups. Variable achievement is likely to reflect differing levels of prior educational attainment and preparedness among students. However, results also highlight the complexity in managing a Program across multiple sites, subjects, and institutions. We suggest further comparative research into curriculum and teaching practice of enabling programs nationwide to enable more effective benchmarking and expansion of these pathways. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10