Effective teaching and support of students from low socioeconomic status backgrounds : Practical advice for teaching staff
- Devlin, Marcia, Kift, Sally, Nelson, Karen, Smith, Liz, McKay, Jade
- Authors: Devlin, Marcia , Kift, Sally , Nelson, Karen , Smith, Liz , McKay, Jade
- Date: 2012
- Type: Text , Journal article , Technical report
- Relation: Vol. , no. (2012), p. 1-32
- Full Text:
- Reviewed:
- Description:
This resource has been developed as part of a national research project, Effective teaching and support of students from low socioeconomic status backgrounds: Resources for Australian higher education
. This guide provides practical advice about the teaching characteristics and strategies that contribute to the success of students from low socioeconomic status (LSES) and about the ways in which student agency may be enabled. This guide is not intended as a manual for teaching students from low socioeconomic backgrounds, nor does it prescribe how the advice it offers might be implemented. Instead, it offers general, practical advice that has emerged from relevant literature in the field, 26 interviews with academic and professional staff in six universities experienced in the effective teaching and support of LSES students, and 89 interviews with successful LSES students in three universities about what helped them succeed. The guide draws on the voices of staff and students and, through sharing their views, offers broad advice in six areas of teaching that may assist busy teaching staff. We recommend considering the advice and suggestions in this guide within the context of your professional life, discipline and workload.
- Authors: Devlin, Marcia , Kift, Sally , Nelson, Karen , Smith, Liz , McKay, Jade
- Date: 2012
- Type: Text , Journal article , Technical report
- Relation: Vol. , no. (2012), p. 1-32
- Full Text:
- Reviewed:
- Description:
This resource has been developed as part of a national research project, Effective teaching and support of students from low socioeconomic status backgrounds: Resources for Australian higher education
. This guide provides practical advice about the teaching characteristics and strategies that contribute to the success of students from low socioeconomic status (LSES) and about the ways in which student agency may be enabled. This guide is not intended as a manual for teaching students from low socioeconomic backgrounds, nor does it prescribe how the advice it offers might be implemented. Instead, it offers general, practical advice that has emerged from relevant literature in the field, 26 interviews with academic and professional staff in six universities experienced in the effective teaching and support of LSES students, and 89 interviews with successful LSES students in three universities about what helped them succeed. The guide draws on the voices of staff and students and, through sharing their views, offers broad advice in six areas of teaching that may assist busy teaching staff. We recommend considering the advice and suggestions in this guide within the context of your professional life, discipline and workload.
Effective teaching and support of students from low socioeconomic status backgrounds : Resources for Australian higher education
- Devlin, Marcia, Kift, Sally, Nelson, Karen, Smith, Liz, McKay, Jade
- Authors: Devlin, Marcia , Kift, Sally , Nelson, Karen , Smith, Liz , McKay, Jade
- Date: 2012
- Type: Text , Journal article , Technical report
- Relation: Vol. , no. (2012), p. 1-104
- Full Text:
- Reviewed:
- Description:
The project found that the sociocultural incongruity that exists between students from low socioeconomic status (LSES) backgrounds and the institutions in which they study can be bridged through the provision of an empathic institutional context that: - values and respects all students - encompasses an institution-wide approach that is comprehensive, integrated and coordinated through the curriculum - incorporates inclusive learning environments and strategies - empowers students by making the implicit, explicit, and - focuses on student learning outcomes and success. These characteristics were derived through the project’s literature analysis and are supported by the evidence from interviews with 26 experienced staff and 89 successful LSES students conducted as part of this project. Synthesis and analysis of the interview data revealed four key themes to which institutions and staff need to attend to ensure the effective teaching and support of LSES students. The study found that the empathic institutional context: 1. employs inclusive teaching characteristics and strategies 2. enables student agency 3. facilitates life and learning support, and 4. takes into account students’ financial challenges. The project has generated a new integrated national resource, comprising five interrelated sets of materials and exemplars, all of which have been made available to the sector via the project website
1. a conceptual framework relevant to the Australian context 2. advice for policy makers and teaching and learning leaders 3. practical guidelines for academic staff 4. materials to support professional development, and 5. a repository of effective policy, programs and practice.
- Authors: Devlin, Marcia , Kift, Sally , Nelson, Karen , Smith, Liz , McKay, Jade
- Date: 2012
- Type: Text , Journal article , Technical report
- Relation: Vol. , no. (2012), p. 1-104
- Full Text:
- Reviewed:
- Description:
The project found that the sociocultural incongruity that exists between students from low socioeconomic status (LSES) backgrounds and the institutions in which they study can be bridged through the provision of an empathic institutional context that: - values and respects all students - encompasses an institution-wide approach that is comprehensive, integrated and coordinated through the curriculum - incorporates inclusive learning environments and strategies - empowers students by making the implicit, explicit, and - focuses on student learning outcomes and success. These characteristics were derived through the project’s literature analysis and are supported by the evidence from interviews with 26 experienced staff and 89 successful LSES students conducted as part of this project. Synthesis and analysis of the interview data revealed four key themes to which institutions and staff need to attend to ensure the effective teaching and support of LSES students. The study found that the empathic institutional context: 1. employs inclusive teaching characteristics and strategies 2. enables student agency 3. facilitates life and learning support, and 4. takes into account students’ financial challenges. The project has generated a new integrated national resource, comprising five interrelated sets of materials and exemplars, all of which have been made available to the sector via the project website
1. a conceptual framework relevant to the Australian context 2. advice for policy makers and teaching and learning leaders 3. practical guidelines for academic staff 4. materials to support professional development, and 5. a repository of effective policy, programs and practice.
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