Originally published in 1975 How They Fared looks at some of the effects of 'going comprehensive'. The book's investigation provides information about the inflow of students from comprehensive schools. In what way do these students differ from their fellows from selective establishments? What does this tell us about the relationship between school and university? Do comprehensive school students differ in in their reasons for entering higher education from the more 'traditional' pattern of university students? The book seeks to answer these questions by examining the effects of the changing pattern of secondary education upon the university.
Autorentext
Guy Richard Neave (born 1941) is a British social scientist and Emeritus Professor of Comparative Higher Education Policy Studies at the University of Twente, known for his work on higher education in Europe.
Klappentext
Originally published in 1975 How They Fared looks at some of the effects of 'going comprehensive'. The book's investigation provides information about the inflow of students from comprehensive schools. In what way do these students differ from their fellows from selective establishments? What does this tell us about the relationship between school and university? Do comprehensive school students differ in in their reasons for entering higher education from the more 'traditional' pattern of university students? The book seeks to answer these questions by examining the effects of the changing pattern of secondary education upon the university.
Inhalt
Foreword by Professor Brian Smith, School of Education, University of Leicester
Acknowledgements
Introduction
1. The Impact of the Comprehensive Schools upon the British Education System
2. How the Data were Gathered In
3. Subject Choices at O-and A-Level as Paths to University
4. The Universities They Went To
5. The Swing to Science
6. The Influence of Family, School and Friends on the Future University Student from Comprehensive Schools
7. Reasons for Going to University and Adjustment During the First Year
8. Conclusion
Recommendations
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Index