October 2016 AUTHOR Ben Alcott ABSTRACT This working paper seeks to contribute to the study of university access in England by analyzing the predominant theoretical conceptual frameworks – human capital and habitus – and then suggesting a supplementary avenue of inquiry. It does so by exploring an additional approach to theorizing the recent drop-off … Continue reading Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England
Higher Education
Progress Made by High-Attaining Children from Disadvantaged Backgrounds
Centre for Analysis of Youth Transitions Research Report June 2014 AUTHORS Anna Vignoles, University of Cambridge Claire Crawford, University of Warwick and Institute for Fiscal Studies Lindsey Macmillan, Institute of Education ABSTRACT Education is a key driver of social mobility and reducing educational inequality is central to this goal. In this report, we track … Continue reading Progress Made by High-Attaining Children from Disadvantaged Backgrounds
Thinking together, learning together, writing together: synergies and challenges in the collaborative supervisory relationship
AUTHORS Keith S. Taber 1 Richard Brock 1 Gabriela Martínez Sainz 1 1 Faculty of Education, University of Cambridge ABSTRACT This article explores the value and potential challenges of supervisor-student co-writing during a research degree programme. The article comprises of (i) a text prepared by a faculty research supervisor (KST) arguing the case for encouraging … Continue reading Thinking together, learning together, writing together: synergies and challenges in the collaborative supervisory relationship
