A-Level English Literature and the Problem of Transition

Autor/in	Atherton, Carol
Titel	A-Level English Literature and the Problem of Transition
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 5 (2006) 1, S.65-76 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022206059997
Schlagwörter	English Literature; Higher Education; Epistemology; College Freshmen; Developmental Studies Programs; Transitional Programs; National Curriculum; Curriculum Evaluation; Resistance to Change; Debate; Teacher Attitudes; Foreign Countries; College Preparation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Englische literatur; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erkenntnistheorie; Studienanfänger; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Debating; Streitgespräch; Lehrerverhalten; Ausland
Abstract	This article considers the transition from A-level to degree-level study from the schoolteacher's point of view. It highlights the conflicting subject philosophies that exist at A level, and the resistance to the revised English of Curriculum 2000 that has been apparent in debates about the nature of English Literature post-16. Its main argument is that teachers of English in higher education need to be alert to these issues in order to understand the difficulties that first-year students often experience, recognizing that the "problem of transition" is as much a problem of epistemology as of pedagogy. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10