How is the approach to teaching at secondary school related to first-year university achievement?

Torenbeek, Marjolein; Jansen, Ellen; Hofman, W.H.A.

doi:10.1080/09243453.2011.577788

Cited by 7 publications

(6 citation statements)

References 20 publications

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“…Some research looked at teaching approaches at secondary schools and how they related to first year university achievement (Torenbeek et al, 2011); others looked at factors that would improve success rates of first year students (Steenkamp, Baard, & Frick, 2009;Horn & Jansen, 2008;Smith, 2004). There is also other research that presented different models of partnerships between schools and universities.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…To help address this gap, educational partnership between schools and higher education institutions has become a necessity towards enhancing students' achievement levels at both contexts and increasing students' college readiness level (Torenbeek, Jansen, & Hofman, 2011). It has also been identified as one key element of ies.ccsenet.org International Education Studies Vol.…”

Section: Introductionmentioning

confidence: 99%

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Students’ and Teachers’ Views on School-University Partnership in the Omani EFL Context

Seyabi¹

2017

IES

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Educational partnership between schools and higher education institutions has become an important tool towards enhancing students' achievement levels in both contexts and increasing students' college readiness level. It has also been identified as one key element of educational reform. The present paper reviews a number of models of school-university partnership from different parts of the world. It also presents the results of a study that investigated-among other things-the views of 749 school students and 68 school teachers on the topic of school-university partnership. The paper provides a summary of participants' suggestions on how best to create better progression between EFL syllabuses in both contexts: post-basic schools and foundation programs in Omani universities, with particular reference to the teaching/learning of EFL reading and writing. Students' suggestions have mainly focused on three themes, which were collaboration at the administrative level, the need for orientation programs and exchange visits. Teachers' suggestions were more centered on the need for curriculum change as well as alignment in curriculum issues between the Ministry of Education and the higher education sector. The paper concludes with a number of recommendations for future practice and research.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ and Teachers’ Views on School-University Partnership in the Omani EFL Context

Seyabi¹

2017

IES

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“…To better understand the knowledge construction of local foundation year medical students, we need to understand the investment students make in their learning in order to 'fit'. The degree of fit between the pedagogical-didactical approach followed in secondary schools, and that used in undergraduate programmes, influences first-year achievement (Torenbeek et al, 2011). Fit and its effect on integration and performance is a highly relevant issue to this transnational medical school, where a high number of students enter from a rote learning, local Arabic secondary school background.…”

Section: English Languagementioning

confidence: 99%

Epistemological and Ontological Challenges of Transnational Foundation Year Medical Students

Holden

Anand²,

Maddison³

et al. 2017

IJLD

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This paper investigates the journey embarked upon by foundation year medical students in order to adapt to new ways of learning, knowing and realizing self-determination as they navigate the new situated spaces of a transnational medical university in the Middle East. Drawing on a body of research carried out in this university, and with reference to wider literature on transnational education, this paper develops insights and makes recommendations on how to support local Arab students from Arabic secondary schools who enter transnational medical education 'at home'. The discussion considers an important component of this as being the shift in this context from previous learning through the medium of Arabic to tertiary level learning in English. It is argued that the transition of transnational students can be mapped through ontological and epistemological lenses through a journey from 'known space' to 'new place'. A tri-support model which demonstrates this transition is presented which can be usefully applied to other transnational educational contexts.

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“…Of particular importance is teachers' teaching approach of the reading skill. In fact, literature on school effectiveness has pointed to a positive relationship between the type of teaching approaches employed in secondary schools and students' achievement in higher education in general and their first year experience in particular (Torenbeek et al, 2011). Students' experiences at school and the way they were taught seem to have a long-term effect on their university education.…”

Section: Implications and Conclusionmentioning

confidence: 99%

“…It is not uncommon to hear complaints from college teachers and professors about their students' reading levels. Concerns are often raised about what schools are doing in order to help students acquire not only the necessary reading skills but also positive attitudes to read (Teale & Lewis, 1981;Torenbeek, Jansen & Hofman, 2011;Briggs, Clark, & Hall, 2012).…”

mentioning

confidence: 99%

Omani Students’ Attitudes towards EFL Reading between School and University Foundation Programs: A bridge or a gap?

Seyabi

Amri

2016

J. educ. psychol. stud.

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Using questionnaires administered to 1114 school students and 317 university foundation program students, the study aims to investigate students’ attitudes towards English as a foreign language (EFL) reading in the two educational contexts: post-basic schools and university foundation programs. The study also explores the extent to which students feel school has prepared them to the reading requirements of their university foundation programs. The study revealed that there were significant differences between school students and university foundation program students in the cognitive and affective dimensions of reading attitude but there were no significant differences in behavioural attitudes. Students also believed that they could not transfer the reading skills they acquired at post-basic education to the English classes at the foundation program because reading is different in the two educational contexts. The study makes a number of pedagogic and administrative recommendations to help bridge the gap between EFL reading in schools and universities.

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How is the approach to teaching at secondary school related to first-year university achievement?

Cited by 7 publications

References 20 publications

Students’ and Teachers’ Views on School-University Partnership in the Omani EFL Context

Students’ and Teachers’ Views on School-University Partnership in the Omani EFL Context

Epistemological and Ontological Challenges of Transnational Foundation Year Medical Students

Omani Students’ Attitudes towards EFL Reading between School and University Foundation Programs: A bridge or a gap?

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