Supporting Student Transitions 14-19 Approaches to teaching and learning

Supporting Student Transitions 14-19 offers transition focused approaches to planning, teaching, learning and assessment designed to meet the needs of these unique learners. Drawing upon the latest research and theory, as well as the authors? extensive experience in the field, it examines in detail transitions in teaching and learning in this complex sector.

Drawing out and critically analysing the key features of both pedagogy and andragogy, the book presents the best elements of each to provide all tutors and practitioners involved in the teaching of 14-19 learners with clear strategies for supporting this group. Practical advice backed by sound theory will provide readers with a clear understanding of the requirements and needs of learners in the school, college and university. Topics explored include:

• The role of the teacher in supporting student transitions
• Understanding transition focused approaches
• Emotional and social factors involved
• Recognising difficulties and helping students prepare

Supporting Student Transitions 14-19 is a practical guide also offering a unique contribution to the discourse on this important sector of education, increasingly afforded the attention it deserves. It will be an essential resource for trainee teachers, students of PCET, lecturers and teachers wanting to build upon their understanding of this group of learners.

1. Introduction - New approaches to transition phases 2. Managing expectations 3. Culture, ethos and identity 4. Managing transitional behavious 5. Developing independence and motivating learning using a coaching and mentoring approach 6. The planning cycle 7. The role of the teacher in supporting transitions 8. Ensuring a learning culture 9. Integrating assessment for learning into 14-19 learning evernts 10. Final Parts

John Bostock is Senior Lecturer in Teaching and Learning Development at Edge Hill University, UK

Jane Wood is Assistant Head of Further Education and Training at Edge Hill University, UK.