3,184
Views
39
CrossRef citations to date
0
Altmetric
Articles

‘It all just clicked’: a longitudinal perspective on transitions within university

, , &

References

  • Anderson, C., and V. McCune. 2013. “Fostering Meaning: Fostering Community.” Higher Education 66 (3): 283–96. DOI:10.1007/s10734-012-9604-6
  • Barnett, R. 2009. “Knowing and Becoming in the Higher Education Curriculum.” Studies in Higher Education 34 (4): 429–40. doi: 10.1080/03075070902771978
  • Barton, D., and K. Tusting, eds. 2005. Beyond Communities of Practice: Language, Power and Social Context. Cambridge: Cambridge University Press.
  • Beaumont, C., M. O'Doherty, and L. Shannon. 2011. “Reconceptualising Assessment Feedback: A Key to Improving Student Learning?” Studies in Higher Education 36 (6): 671–87. doi: 10.1080/03075071003731135
  • Bharuthram, S., and S. McKenna. 2006. “A Writer-Respondent Intervention as a Means of Developing Academic Literacy.” Teaching in Higher Education 11 (4): 495–507. doi: 10.1080/13562510600874300
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi: 10.1191/1478088706qp063oa
  • Brockbank, Anne, and Ian McGill. 2007. Facilitating Reflective Learning in Higher Education. 2nd ed. Maidenhead: Open University Press.
  • Brooman, S., and S. Darwent. 2013. “Measuring the Beginning: A Quantitative Study of the Transition to Higher Education.” Studies in Higher Education. DOI:10.1080/03075079.2013.801428
  • Christie, H., V. E. Cree, J. Hounsell, V. McCune, and L. Tett. 2006. “From College to University: Looking Forward, Looking Backwards.” Research in Post-Compulsory Education 11 (3): 351–65. doi: 10.1080/13596740600916591
  • Christie, H., L. Tett, V. E. Cree, J. Hounsell, and V. McCune. 2008. “‘A Real Rollercoaster of Confidence and Emotions’: Learning to be a University Student.” Studies in Higher Education 33 (5): 567–81. doi: 10.1080/03075070802373040
  • Cramp, A., C. Lamond, L. Coleyshaw, and S. Beck. 2012. “Empowering or Disabling? Emotional Reactions to Assessment Amongst Part-Time Students.” Teaching in Higher Education 17 (5): 509–21. doi: 10.1080/13562517.2012.658563
  • Cree, V. E., L. Croxford, J. Halliwell, C. Iannelli, L. Kendall, & D. Winterstein. 2006. “Widening Participation at an Ancient Scottish University.” Scottish Affairs 56: 102–30. doi: 10.3366/scot.2006.0039
  • Cree, V., J. Hounsell, H. Christie, V. McCune, and L. Tett. 2009. “From Further Education to Higher Education: Social Work Students’ Experiences of Transition to an Ancient, Research-Led University.” Social Work Education 28 (8): 887–901. doi: 10.1080/02615470902736741
  • Crossan, B., J. Field, J. Gallacher, and B. Merrill. 2003. “Understanding Participation in Learning for Non-Traditional Adult Learners: Learning Careers and the Construction of Learning Identities.” British Journal of Sociology of Education 24 (1): 55–67. DOI:10.1080/01425690301907
  • Crozier, G., and D. Reay. 2011. “Capital Accumulation: Working-Class Students Learning How to Learn in Higher Education.” Teaching in Higher Education 16 (2): 145–55. doi: 10.1080/13562517.2010.515021
  • Devlin, M. 2013. “Bridging Socio-Cultural Incongruity: Conceptualising the Success of Students from Low Socio-Economic Status Backgrounds in Australian Higher Education.” Studies in Higher Education 38 (6): 939–49. DOI:10.1080/03075079.2011.613991
  • Evans, C., E. Cools, and Z. M. Charlesworth. 2010. “Learning in Higher Education: How Cognitive and Learning Styles Matter.” Teaching in Higher Education 15 (4): 467–78. doi: 10.1080/13562517.2010.493353
  • Hager, P., and P. Hodkinson. 2009. “Moving Beyond the Metaphor of Transfer of Learning.” British Educational Research Journal 35 (4): 619–38. doi: 10.1080/01411920802642371
  • Haggis, T. 2009. “What have we been Thinking of? A Critical Overview of 40 Years of Student Learning Research in Higher Education.” Studies in Higher Education 34 (4): 377–90. doi: 10.1080/03075070902771903
  • Hallett, F. 2012. “Study Support and the Development of Academic Literacy in Higher Education: A Phenomenographic Analysis.” Teaching in Higher Education. DOI:10.1080/13562517.2012.752725
  • Hirst, E., R. Henderson, M. Allan, J. Bode, and M. Kocatepe. 2004. “Repositioning Academic Literacy: Charting the Emergence of a Community of Practice.” Australian Journal of Language and Literacy 27 (1): 66–80.
  • Hounsell, J., H. Christie, V. E. Cree, V. McCune, and L. Tett. 2008. “Talking and Sharing: The Role of Peer Support and Retention in Higher Education.” Journal of Access, Policy and Practice 6 (1): 35–51.
  • Kember, D. 2001. “Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education.” Studies in Higher Education 26 (2): 205–21. doi: 10.1080/03075070120052116
  • Krause, K.-L., and H. Coates. 2008. “Students’ Engagement in First-Year University.” Assessment and Evaluation in Higher Education 33 (5): 493–505. doi: 10.1080/02602930701698892
  • Lave, Jean, and Etienne Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Lea, M. R., and B. V. Street. 2006. “The ‘Academic Literacies’ Model: Theory and Applications.” Theory into Practice 45 (4): 368–77. doi: 10.1207/s15430421tip4504_11
  • Leese, M. 2010. “Bridging the Gap: Supporting Student Transitions into Higher Education.” Journal of Further and Higher Education 34 (2): 239–51. DOI:10.1080/03098771003695494
  • Macaskill, A., and A. Denovan. 2013. “Developing Autonomous Learning in First Year University Students Using Perspectives from Positive Psychology.” Studies in Higher Education 38 (1): 124–42. doi: 10.1080/03075079.2011.566325
  • McDonald, Rod, David Boud, John Francis, and Andrew Gonczi. 1995. New Perspectives on Assessment. Paris: UNESCO.
  • Palmer, M., P. O'Kane, and M. Owens. 2009. “Betwixt Spaces: Student Accounts of Turning Point Experiences in the First-Year Transition.” Studies in Higher Education 34 (1): 37–54. doi: 10.1080/03075070802601929
  • Price, M., K. Handley, and J. Millar. 2011. “Feedback: Focusing Attention on Engagement.” Studies in Higher Education 36 (8): 879–96. doi: 10.1080/03075079.2010.483513
  • Reay, D., G. Crozier, and J. Clayton. 2010. “‘Fitting In’ or ‘Standing Out’: Working-Class Students in UK Higher Education.” British Educational Research Journal 36 (1): 107–24. doi: 10.1080/01411920902878925
  • Saltmarsh, D., and S. Saltmarsh. 2008. “Has Anyone Read the Reading? Using Assessment to Promote Academic Literacies and Learning Cultures.” Teaching in Higher Education 13 (6): 621–32. doi: 10.1080/13562510802452343
  • Tett, L., J. Hounsell, V. E. Cree, H. Christie, and V. McCune. 2012. “Learning from Feedback? Mature Students’ Experiences of Assessment in Higher Education.” Research in Post Compulsory Education 17 (2): 247–60. doi: 10.1080/13596748.2011.627174
  • Thesen, L. 2009. “Researching ‘Ideological Becoming’ in Lectures: Challenges for Knowing Differently.” Studies in Higher Education 34 (4): 391–402. doi: 10.1080/03075070902771929
  • Thomas, Liz. 2011. “Engaging Students to Improve Retention and Success.” In Institutional Transformation to Engage a Diverse Student Body, edited by Liz Thomas and Malcolm Tight, 41–55. London: Emerald Group.
  • Thomas, L., and J. Quinn. 2006. First Generation Entry into Higher Education. Maidenhead: Open University Press.
  • Wilcox, P., S. Winn, and M. Fyvie-Gauld. 2005. “‘It was Nothing to do with the University, it was Just the People’: The Role of Social Support in the First-Year Experience of Higher Education.” Studies in Higher Education 30 (6): 707–22. doi: 10.1080/03075070500340036
  • Youdell, D. 2006. Impossible Bodies, Impossible Selves: Exclusions and Student Subjectivities. Dordrecht: Springer.
  • Zepke, N., and L. Leach. 2010. “Improving Student Engagement: Ten Proposals for Action.” Active Learning in Higher Education 11 (3): 167–77. doi: 10.1177/1469787410379680

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.