Early intervention: the impact on future student participation and engagement in classroom environments

James, Carolyne ORCID logo ORCID: https://orcid.org/0000-0003-0784-3433 (2016) Early intervention: the impact on future student participation and engagement in classroom environments. Practitioner Research in Higher Education, 10 (2). pp. 12-24.

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Existing literature shows that although students agree that active participation in the classroom is important and many want to engage only one third regularly do so and 90% of all participations are made by a handful of students (Crombie et al., 2003; Frischner, 2000). The aim of this research was to explore from the student’s perspective what they considered were the key barriers to actively participating in the classroom and to establish whether early intervention can have an impact on their participation. Early findings revealed that a significant number of students have benefited from the intervention, however, the majority still experience difficulties participating in lectures. Responses indicated that for some student’s active participation is potentially negative especially for non-traditional and minority students. Traditional informal approaches to encouraging student participation through socialisation have been unsystematic and haphazard and their inadequacies and shortfalls have been highlighted by increasingly larger student groups and widening participation.

Item Type: Article
Journal / Publication Title: Practitioner Research in Higher Education
Publisher: University of Cumbria
ISSN: 1755-1382
Departments: Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information: Carolyne James, University of Cumbria, UK.
Depositing User: Anna Lupton
Date Deposited: 10 Jan 2017 12:32
Last Modified: 12 Jan 2024 16:31
URI: https://insight.cumbria.ac.uk/id/eprint/2567


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