Negotiating assignment pathways: students and academic assignments

McDowell, Liz (2008) Negotiating assignment pathways: students and academic assignments. Teaching in Higher Education, 13 (4). pp. 423-435. ISSN 1356-2517

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Official URL: http://dx.doi.org/10.1080/13562510802169699

Abstract

Existing research identifies that students' approaches to assignments are related to their general approaches to study. It is suggested that students need to better understand the requirements of assignments and acquire new concepts such as 'argument'. This fine-grained study proposes four qualitatively distinct assignment pathways: gathering, connecting, minimalist and performing. Students negotiate assignment pathways to sustain a sense of control, confidence and connection. Making changes to their approaches to assignments is not straightforward. Suggestions are made for using insights from the research to more effectively support assignments as vehicles for learning.

Item Type: Article
Subjects: X100 Training Teachers
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Education and Lifelong Learning
Depositing User: EPrint Services
Date Deposited: 11 Sep 2009 11:11
Last Modified: 10 Aug 2015 11:43
URI: http://nrl.northumbria.ac.uk/id/eprint/1664

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