Home
      Orsini-Jones, M., M. Cribb, D. Jones, R. Graham, R. Lund and F. Lee. 2010. ‘Student-driven and threshold-concept-informed curricular change’ in Conceptualising Impact: Exploring the Effectiveness of Practice through Pedagogic Research. Coventry: Coventry University, pp. 77-83
      Editor(s): iPED Network, R.
      URL: http://curve.coventry.ac.uk/open/items/b719e069-ed88-d701-1348-bd4a3450f2d2/1/iPED2010Proc(2).pdf
      Summary: This paper reports on a student’s threshold-concept-related dissertation, based upon previous studies on troublesome grammar knowledge by Orsini-Jones and Jones (2007), Orsini-Jones and Sinclair (2008) and Orsini-Jones (2009). The student implemented an experimental curricular intervention aimed at making formal grammar learning less troublesome for first year students.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: tertiary
      Entered by: Coventry University
      Deane, M. 2009. ‘Seeking students’ perceptions of individualised writing consultations’ in Academic Futures: Inquiries into Higher Education and Pedagogy. Cambridge: Cambridge Scholars, pp. 240-51
      Book editor(s): iPED Network, R.
      ISBN: 978-1-4438-1131-6
      Summary: This chapter discusses goals common to all Writing Centres: enhancing students' writing through 1:1 tutorials and fostering their independence as writers. It focuses on the timely, yet difficult topic of documenting a Centre's effectiveness in these areas by examining student feedback over a three-year period to identify tutorial outcomes and limitations.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Coventry University