NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ995211
Record Type: Journal
Publication Date: 2012-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0313-5373
Education Direct: An Alternative Entry Pathway to Pre-Service Teacher Education
Pilkington, Kevin; Lock, Graeme
Australian Journal of Teacher Education, v37 n8 Article 3 Aug 2012
Universities in Australia are offering alternative entrance pathways to attract students from a range of backgrounds. These alternative pathways will undoubtedly be reviewed due to the recommendation in the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008) concerning increasing the diversity of university entrants. This paper discusses an alternative entry pathway, Education Direct (ED), offered by the School of Education at Edith Cowan University, and commences with a review of the literature about such pathways. The next section explores the development and nature of the ED pathway, before outlining the research design and identifying the research questions, which concentrate on retention, academic achievement, and progression rates of ED students. The findings indicate that students who have entered pre-service teacher education via ED are enjoying academic success at comparable levels to students who enrolled through more traditional pathways. Furthermore, their retention and progression rates are not notably different to those of other students. (Contains 7 tables.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia