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Direct linkMcMurchy-Pilkington, Colleen – Higher Education Research and Development, 2013
This paper considers the question: What constitutes an optimal learning environment for Maori learners in foundation programmes? Using Kaupapa Maori methodology, nearly 100 adult Maori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that…
Descriptors: Foreign Countries, Pacific Islanders, Interviews, Adult Students
Sims-Schouten, Wendy; Stittrich-Lyons, Helga – Journal of Vocational Education and Training, 2014
Traditionally, the status of workers in early childhood services in England has been low. Foundation degrees and the Early Years Professional Status (EYPS, from September 2013 Early Years Teacher Status) were established with a view to improving the skills and standing of early years practitioners. There appears however to be an ongoing…
Descriptors: Foreign Countries, Early Childhood Education, Academic Achievement, Elementary School Teachers
Burke, Penny Jane – British Journal of Sociology of Education, 2007
Drawing on ESRC-funded research (RES-000-22-0832), this article examines the accounts of men participating in London access and foundation programs in relation to their shifting masculine identifications. The author considers how the men's early memories of schooling shape their student masculinities. Their accounts are contextualized in relation…
Descriptors: Higher Education, Foundation Programs, Males, Masculinity
