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ERIC Number: EJ799657
Record Type: Journal
Publication Date: 2008-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-1356-2517
Negotiating Assignment Pathways: Students and Academic Assignments
McDowell, Liz
Teaching in Higher Education, v13 n4 p423-435 Aug 2008
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. (Contains 1 figure and 1 note.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A