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Working with Underachieving Students in Higher Education

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academic inclusion
Academic Performance Improvements
Category=JNFC
Category=JNM
Category=JNT
Close Interpretative Reading
coaching
comparative
Continuous Assessment Methods
counselling
Critical Event Narratives
disadvantaged
disadvantaged students
diversity
education policy
education politics
Educational Process Products
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
EU Commission
EU Objective
formative assessment
Giovanna Esposito
GPA
Grade Point Averages
higher education
Human Social Capacities
Increasing Student Academic Performance
INSTALL
INSTALL Project
INSTALL Training
intercultural
intercultural education
Interpretative Phenomenological Analysis
intervention
IPA Methodology
Ireland
Italy
Jose Gonzalez-Monteagudo
Maria Francesca Freda
mentoring
methodology
narration
narrative
Narrative Mediation Path
narrative mediation path training
narrative methodology
non-traditional
Non-traditional Students
Promote Student Awareness
Reflective Practice
Reflexive Competence
Reflexive Function
reflexive learning
reflexivity
Resilience Competence
Romania
Spain
students
Subjective Symbolic System
supporting
theoretical
theory
underachieving
Underachieving Students
University Performance

Product details

  • ISBN 9781138962910
  • Weight: 520g
  • Dimensions: 156 x 234mm
  • Publication Date: 23 Jun 2016
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Working with Underachieving Students in Higher Education: Fostering Inclusion through Narration and Reflexivity presents an international and interdisciplinary approach to the study of the relationships between narrative devices and reflexivity in higher education. Stemming from a collaborative European research project called INSTALL (Innovative Solutions to Acquire Learning to Learn), it focuses on an innovative model aimed at promoting personal resources and reflective competencies in non-traditional, disadvantaged and underachieving students.

The book is divided into three parts, with the first providing an exploration of the key theoretical issues that formed the basis of the theoretical and methodological approaches in the INSTALL Project. The second part presents an innovative narrative methodology and discusses the most significant phases of the training process and of the main products. The third and last part provides a broad discussion of higher education policies and of the need to encourage innovation and reforms to improve the academic inclusion of underachieving students. Chapters in the collection examine interventions in Italy, Romania, Ireland and Spain, using a broad transnational, intercultural and comparative approach, to consider narrative tools using four channels: metaphoric, iconographic, writing, and the body.

This book provides theoretical insights and practical methodologies which can be used to enhance quality teaching and innovation, as well as to help adapt to diversity in higher education. It will, therefore, be of key interest to academics, researchers and postgraduate students in the fields of higher education; sociology of education; education policy and politics; cultural and developmental psychology; and narrative research, as well as to those studying counselling, mentoring and coaching
About
Maria Francesca Freda is Professor of Clinical Psychology in the Department of Humanities, University of Naples Federico II, Italy. José González-Monteagudo is Professor of Educational Theory at the University of Seville, Spain. Giovanna Esposito is Post Doc Researcher in the Centre for Active and Integrated Inclusion of Students (SInAPSi), University of Naples Federico II, Italy.