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dc.contributor.authorClark, Jim
dc.contributor.authorDodd, Dave
dc.contributor.authorColl, Richard K.
dc.date.accessioned2009-08-13T00:49:20Z
dc.date.available2009-08-13T00:49:20Z
dc.date.issued2008
dc.identifier.citationClark, J., Dodd, D. & Coll, R. K. (2008). Border crossing and enculturation into higher education science and engineering learning communities. Research in Science & Technological Education, 26(3), 323-334.en
dc.identifier.urihttps://hdl.handle.net/10289/2820
dc.description.abstractTwo earlier papers in this special issue detail staff and student perceptions of their higher education science and engineering learning communities for the New Zealand university and polytechnic sectors (Campbell et al. 2008; Cronje and Coll 2008). These findings suggest the students in these communities gradually come to share some of the views and values of the learning community as a whole; we can argue they become gradually enculturated into this learning community. The extent to which this happens, how it happens and the implications are considered here. The research findings suggest students are rapidly enculturated into their higher education learning communities and quickly take on board the culture developed by lecturers and tutors.en
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a903081781en
dc.subjecthigh educationen
dc.subjectscienceen
dc.subjectengineeringen
dc.subjectlearning communityen
dc.subjectNew Zealanden
dc.subjectborder crossingen
dc.subjectenculturationen
dc.titleBorder crossing and enculturation into higher education science and engineering learning communitiesen
dc.typeJournal Articleen
dc.identifier.doi10.1080/02635140802276793en
dc.relation.isPartOfResearch in Science & Technological Educationen_NZ
pubs.begin-page323en_NZ
pubs.elements-id34206
pubs.end-page334en_NZ
pubs.issue3en_NZ
pubs.volume26en_NZ


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