Mainwaring, D;
(2016)
An exploration of the value placed on the content, interaction and incentive dimensions of learning by young people in post-compulsory education.
Research in Post-Compulsory Education
, 21
(4)
pp. 330-345.
10.1080/13596748.2016.1226558.
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Abstract
The paper presents the findings of quantitative research that explores the value young people in post-compulsory education in England attach to three dimensions of learning. The dimensions of learning are the content dimension, the interaction dimension and the incentive dimension. Three hundred and thirty-one young people in four post-compulsory settings completed a purposefully designed questionnaire. The data were analysed using descriptive and inferential statistics. The findings indicated that the learners do value the dimensions of learning but they do not value them equally or consistently. The young people attach most value to the content dimension of learning. The results are considered in relation to the context of the assessment procedures of the English education system, young people’s self- belief and learner identity, and the remit of the post-compulsory sector. It is argued that the post-compulsory sector is an integral part of an ‘epistemic apprenticeship’. This apprenticeship can be shaped to ensure that young people are equipped as learners to surmount the challenges of twenty-first century living.
| Type: | Article |
|---|---|
| Title: | An exploration of the value placed on the content, interaction and incentive dimensions of learning by young people in post-compulsory education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13596748.2016.1226558 |
| Publisher version: | http://dx.doi.org/10.1080/13596748.2016.1226558 |
| Language: | English |
| Additional information: | Copyright © 2016 Association for Research in Post-Compulsory Education (ARPCE). This is an Accepted Manuscript of an article published by Taylor & Francis in Research in Post-Compulsory Education, on 26 October 2016, available online: http://dx.doi.org/10.1080/13596748.2016.1226558 |
| Keywords: | Post-compulsory, dimensions of learning, epistemic apprenticeship, assessment, learner identity, self-belief |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1540204 |
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