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ERIC Number: ED415731
Record Type: RIE
Publication Date: 1992
Pages: 153
Abstractor: N/A
ISBN: ISBN-0-335-15665-7
Helping and Supporting Students. Rethinking the Issues.
Earwaker, John
This book examines the various kinds of student support provided by institutions of higher education, and is written mostly from the perspective of the British university system. It takes the point of view that assistance is not an extra or supplement to the educational experience, but is in fact an integral element of the educational process. Part 1 of the book is concerned with the students experience--the experience of: problems, development, transitions, and how the student experience has changed--all framed within an interpersonal and social context. Part 2 examines the issues from the perspective of the tutor. It deals with the nature of the tutor's role and relationship between tutor and student, use and abuse of power, confidentiality, professional responsibility, and the difficulties and ambiguities of the tutor's role. Part 3 examines institutional policy--how institutions can best provide support for students. It gives examples of institutional support, discusses pastoral care and counseling, discusses alternative models of support--via the curriculum, the workplace, peers, and groups. The book encourages tutors to experiment and innovate, and suggests that institutions examine their support systems to find ways to integrate them into the larger institutional framework. (Contains 45 references.) (JLS)
Taylor and Francis Publishers, 1900 Frost Road, Suite 101, Bristol, PA 19007-1598; phone: 800-821-8312; fax: 215-785-5515 (cloth: ISBN-0-335-15666-5; paperback: ISBN-0-335-15665-7; $37.95).
Publication Type: Books; Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Society for Research into Higher Education, Ltd., London (England).
Grant or Contract Numbers: N/A
Note: Published by Open University Press.