Transition pedagogy and curriculum in an 'en/abling' tertiary program informing regular university curriculum

Shaimaa Atwa; Glenn Mason; Kathryn Holmes; Srinivas Nammi; Iman Hegazi

Transition pedagogy and curriculum in an 'en/abling' tertiary program informing regular university curriculum

Shaimaa Atwa, Glenn Mason, Kathryn Holmes, Srinivas Nammi, Iman Hegazi

Research output: Chapter in Book / Conference Paper › Conference Paper

Abstract

Transition pedagogies and specialised curricula have been found to enhance student academic performance and experiences in an 'en/abling' first-year tertiary program (Atwa et al 2018). However, would the benefits of transition approaches be of use to 'abled' first-year university students'? Will similar skills in collaborative learning, contextual learning and application of concepts, seen previously in the 'en/abling' tertiary education program, be evident for 'abled' students? Or will it raise further questions in bridging the gap between 'abled' and 'en/abled' students?

Original language	English
Title of host publication	6th World Curriculum Studies Conference: December 9-12, 2018 Melbourne, Australia. Book of Abstracts
Publisher	International Association for the Advancement of Curriculum Studies (IAACS)
Number of pages	1
Publication status	Published - 2018
Event	World Curriculum Studies Conference - Duration: 1 Jan 2018 → …

Conference

Conference	World Curriculum Studies Conference
Period	1/01/18 → …

Keywords

education, higher
curriculum planning
academic achievement

Cite this

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title = "Transition pedagogy and curriculum in an 'en/abling' tertiary program informing regular university curriculum",

abstract = "Transition pedagogies and specialised curricula have been found to enhance student academic performance and experiences in an 'en/abling' first-year tertiary program (Atwa et al 2018). However, would the benefits of transition approaches be of use to 'abled' first-year university students'? Will similar skills in collaborative learning, contextual learning and application of concepts, seen previously in the 'en/abling' tertiary education program, be evident for 'abled' students? Or will it raise further questions in bridging the gap between 'abled' and 'en/abled' students?",

keywords = "education, higher, curriculum planning, academic achievement",

author = "Shaimaa Atwa and Glenn Mason and Kathryn Holmes and Srinivas Nammi and Iman Hegazi",

year = "2018",

language = "English",

booktitle = "6th World Curriculum Studies Conference: December 9-12, 2018 Melbourne, Australia. Book of Abstracts",

publisher = "International Association for the Advancement of Curriculum Studies (IAACS)",

note = "World Curriculum Studies Conference ; Conference date: 01-01-2018",

}

Atwa, S, Mason, G , Holmes, K , Nammi, S & Hegazi, I 2018, Transition pedagogy and curriculum in an 'en/abling' tertiary program informing regular university curriculum. in 6th World Curriculum Studies Conference: December 9-12, 2018 Melbourne, Australia. Book of Abstracts. International Association for the Advancement of Curriculum Studies (IAACS), World Curriculum Studies Conference, 1/01/18.

Transition pedagogy and curriculum in an 'en/abling' tertiary program informing regular university curriculum. / Atwa, Shaimaa; Mason, Glenn ; Holmes, Kathryn et al.
6th World Curriculum Studies Conference: December 9-12, 2018 Melbourne, Australia. Book of Abstracts. International Association for the Advancement of Curriculum Studies (IAACS), 2018.

Research output: Chapter in Book / Conference Paper › Conference Paper

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T1 - Transition pedagogy and curriculum in an 'en/abling' tertiary program informing regular university curriculum

AU - Atwa, Shaimaa

AU - Mason, Glenn

AU - Holmes, Kathryn

AU - Nammi, Srinivas

AU - Hegazi, Iman

PY - 2018

Y1 - 2018

N2 - Transition pedagogies and specialised curricula have been found to enhance student academic performance and experiences in an 'en/abling' first-year tertiary program (Atwa et al 2018). However, would the benefits of transition approaches be of use to 'abled' first-year university students'? Will similar skills in collaborative learning, contextual learning and application of concepts, seen previously in the 'en/abling' tertiary education program, be evident for 'abled' students? Or will it raise further questions in bridging the gap between 'abled' and 'en/abled' students?

AB - Transition pedagogies and specialised curricula have been found to enhance student academic performance and experiences in an 'en/abling' first-year tertiary program (Atwa et al 2018). However, would the benefits of transition approaches be of use to 'abled' first-year university students'? Will similar skills in collaborative learning, contextual learning and application of concepts, seen previously in the 'en/abling' tertiary education program, be evident for 'abled' students? Or will it raise further questions in bridging the gap between 'abled' and 'en/abled' students?

KW - education, higher

KW - curriculum planning

KW - academic achievement

UR - http://handle.westernsydney.edu.au:8081/1959.7/uws:49159

M3 - Conference Paper

BT - 6th World Curriculum Studies Conference: December 9-12, 2018 Melbourne, Australia. Book of Abstracts

PB - International Association for the Advancement of Curriculum Studies (IAACS)

T2 - World Curriculum Studies Conference

Y2 - 1 January 2018

ER -

Transition pedagogy and curriculum in an 'en/abling' tertiary program informing regular university curriculum

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Conference

Keywords

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