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| Autor/in | Hale, Adrian |
|---|---|
| Titel | 'Still Not Scraping the Bottom of the Barrel': 'Rich Points', Feedback, Disadvantaged Students, and Solutions |
| Quelle | In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 22 (2023) 4, S.388-406 (19 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hale, Adrian) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1474-0222 |
| DOI | 10.1177/14740222231156820 |
| Schlagwörter | Foreign Countries; College Freshmen; Outcomes of Education; Teacher Attitudes; Disadvantaged; Student Motivation; Personal Autonomy; Feedback (Response); School Holding Power; Grades (Scholastic); Student Experience; Australia |
| Abstract | This article builds on research, previously published in this journal, which tracked student outcomes in a first year core course in an Australian university over the space of 6 years. That research found that a fundamental shift in educator attitude - away from problematising student disadvantage, to seeing student disadvantage as an "opportunity"--was essential in activating student motivation and autonomy. Success was measured by student retention, overall grade distributions, and positive student feedback. Viewing student deficits not as the problem, but rather as 'rich points', or opportunities for adaptation, is helping to facilitate student success. Indeed, this article asserts that an integral part of finding solutions is the ability to decode student feedback--both positive and negative--as an articulation of what disadvantaged students need most. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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