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In April 2016 Manchester eScholar was replaced by the University of Manchester’s new Research Information Management System, Pure. In the autumn the University’s research outputs will be available to search and browse via a new Research Portal. Until then the University’s full publication record can be accessed via a temporary portal and the old eScholar content is available to search and browse via this archive.

Exploring Literacy Provision for Post-Secondary Education Learners

Pipe, Stephanie Claire

[Thesis]. Manchester, UK: The University of Manchester; 2017.

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Abstract

The introduction of the Children and Families Act (Department for Education, 2014) has enabled professionals to engage in work with young people aged 16-25. However, very little is known about the educational provision available to those young people with additional needs. Statistics from international studies have found that the United Kingdom (UK) has one of the lowest mean scores for literacy skills for this age range (OECD, 2013). Considering this, alongside the poor outcomes associated with low literacy skills, it seems an important area for more in-depth exploration to uncover examples of good practice. This study includes a systematic literature review aiming to determine the evidence for the ways in which post-secondary settings support the development of literacy skills for older learners. Subsequently, a series of interviews with three young people at a Further Education (FE) college were conducted. These interviews were informed by an Appreciative Inquiry approach attempting to explore the best of what is already happening in a fairly under researched area. The findings of the systematic review found a number of intervention strategies that had been evaluated in America, mostly with some success. There were various methodological limitations alongside significant gaps within the literature, for example, no research had been conducted within the UK and very rarely had the authors ascertained young people’s views on the support that they were receiving. The empirical study adopted a thematic analysis and found that young people were able to identify the support that they perceived to be helpful. They were also able to identify literacy skills that might be necessary in achieving their aspirations and the additional support that they would find beneficial. The final chapter provides a reflection of the potential benefits of this research related to evidence based practice alongside the dissemination plan for this work within the local context alongside the wider professional and research community

Bibliographic metadata

Type of resource:
Content type:
Administered thesis
Form of thesis:
Traditional
Type of submission:
Doctoral level ETD - final
Thesis title:
Exploring Literacy Provision for Post-Secondary Education Learners
Degree type:
Doctorate in Educational and Child Psychology
Degree programme:
Doctorate in Educational and Child Psychology
Publication date:
2017-08-17T11:21:53
Institution:
The University of Manchester
Location:
Manchester, UK
Total pages:
266
Abstract:
The introduction of the Children and Families Act (Department for Education, 2014) has enabled professionals to engage in work with young people aged 16-25. However, very little is known about the educational provision available to those young people with additional needs. Statistics from international studies have found that the United Kingdom (UK) has one of the lowest mean scores for literacy skills for this age range (OECD, 2013). Considering this, alongside the poor outcomes associated with low literacy skills, it seems an important area for more in-depth exploration to uncover examples of good practice. This study includes a systematic literature review aiming to determine the evidence for the ways in which post-secondary settings support the development of literacy skills for older learners. Subsequently, a series of interviews with three young people at a Further Education (FE) college were conducted. These interviews were informed by an Appreciative Inquiry approach attempting to explore the best of what is already happening in a fairly under researched area. The findings of the systematic review found a number of intervention strategies that had been evaluated in America, mostly with some success. There were various methodological limitations alongside significant gaps within the literature, for example, no research had been conducted within the UK and very rarely had the authors ascertained young people’s views on the support that they were receiving. The empirical study adopted a thematic analysis and found that young people were able to identify the support that they perceived to be helpful. They were also able to identify literacy skills that might be necessary in achieving their aspirations and the additional support that they would find beneficial. The final chapter provides a reflection of the potential benefits of this research related to evidence based practice alongside the dissemination plan for this work within the local context alongside the wider professional and research community
Keyword(s):
Thesis main supervisor(s):
Thesis co-supervisor(s):
Degree grantor:
Language:
en

Institutional metadata

University researcher(s):
Academic department(s):

Record metadata

Manchester eScholar ID:
uk-ac-man-scw:310372
Created by:
Pipe, Stephanie
Created:
17th August, 2017, 10:21:53
Last modified by:
Pipe, Stephanie
Last modified:
4th January, 2021, 11:36:20

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