School-Based Enabling Programs: Creating Opportunity and Connection. A Practice Report

Autor/inn/en	Olds, Anita; Jones, Angela; Sturniolo-Baker, Rebekah; Clarke, Shane; Dawson, Jaimee; McGrath, Wesley; Plumb, Curtis; Schwartz, Catherine; White, Carmel
Titel	School-Based Enabling Programs: Creating Opportunity and Connection. A Practice Report
Quelle	In: Student Success, 13 (2022) 3, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Olds, Anita) ORCID (Jones, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Preparation; Transitional Programs; High Schools; College School Cooperation; Program Design; Autobiographies; Ethnography; Outcomes of Education; High School Students; Student Satisfaction + Suchen Sie Ihr Suchwort? High school; Oberschule; Programme design; Programmaufbau; Programmplanung; Autobiography; Autobiografie; Autobiographie; Ethnografie; Lernleistung; Schulerfolg; High schools; Student; Students; Schüler; Schülerin; Studentin
Abstract	A growing body of literature and rhetoric from the secondary sector recognises that traditional senior secondary curriculums are not catering to all university aspirational students. This need created an opportunity for University Preparation Pathways (UPP) at Murdoch University to provide a transitional path for an underserviced cohort. FlexiTrack High (FTH), a pioneering school-based enabling program, demonstrates how effective course design can create opportunities for underserviced cohorts, contribute to the Government's goal of raising tertiary participation rates amongst young people and foster connections between tertiary and secondary institutions. Utilising a secondgeneration Enabling Transition Pedagogy (ETP), this report explores the pedagogical underpinnings of an effective school-based program. Autoethnographic data obtained through a unique collaboration between Murdoch and partnerships schools, as well as quantitative progression data and student surveys, provide early indicators of the wide range of impacts an explicit model of this nature can have on students and schools. (As Provided).
Anmerkungen	Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01