Findon, Madeleine A. and Johnston-Wilder, Sue (2017) Addressing the low skill levels of university undergraduates in the United Kingdom. Warwick Journal of Education Transforming Teaching, 1 . pp. 36-54. ISSN 2515-0510.

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Abstract

There seems to be an increasing problem with basic skills acquisition for young people in the UK. Lower levels of facility with literacy and numeracy than older generations are being reported, including for those with higher levels of education. In this article, we attribute the problem to prevalent fixed mindsets, resulting in a lack of attention to developing both narrative and scientific modes of thought in all learners, and also to the important affective domain: beliefs, attitudes and emotions. This can lead to the unintended exclusion of learners within certain subjects, based on their existing strengths and weaknesses.

We propose the development of a newly sensitive and inclusive approach, rooted in the use of both narrative and scientific modes of thoughts across all subject areas, developing growth mindsets, promoting academic resilience and using the ‘growth zone model’ explicitly with learners.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Faculty of Social Sciences > Centre for Education Studies (2013- ) Faculty of Social Sciences > Centre for Teacher Education (Aug 2017 -) Faculty of Social Sciences > Centre for Teacher Education (Aug 2017 -) > Centre for Professional Education (- Jul 2017 )
Library of Congress Subject Headings (LCSH):	Undergraduates -- Great Britain, Numeracy, Literacy
Journal or Publication Title:	Warwick Journal of Education Transforming Teaching
Publisher:	University of Warwick
ISSN:	2515-0510
Official Date:	1 July 2017
Dates:	Date Event 1 July 2017 Published 19 April 2017 Accepted
Volume:	1
Page Range:	pp. 36-54
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access (Creative Commons)
Date of first compliant deposit:	22 June 2017
Date of first compliant Open Access:	22 June 2017

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