02946nam a22004815i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001800153072001600171072002300187072001500210100007900225245010700304250001800411264008500429300004400514336002600558337002600584338003600610347002400646505034800670520102401018650002302042650002502065650001302090650001302103650002702116650002202143650002502165650001202190650002602202650002202228710003402250773002602284776003602310776003602346776003602382856004602418978-3-031-66913-2DE-He21320251030112916.0cr nn 008mamaa240828s2024    sz |    s    |||| 0|eng d  a97830316691327 a10.1007/978-3-031-66913-22doi 4aLB2300-2799.3 7aJNM2bicssc 7aEDU0150002bisacsh 7aJNM2thema1 aBeckett, Melanie.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aStudent Transitions from Further Education to Universityh[electronic resource] /cby Melanie Beckett.  a1st ed. 2024. 1aCham :bSpringer International Publishing :bImprint: Palgrave Macmillan,c2024.  aXXI, 174 p. 10 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter one -- Introduction -- Chapter two -- The Participants -- Chapter three -- A levels -- Chapter four.– The first undergraduate year -- Chapter five -- How class impacts on education and social mobility -- Chapter six -- Bourdieu, Communities of Practice and self-efficacy -- Chapter seven -- Discussion -- Chapter eight -- Conclusion.  aThis book presents the life stories and lived experiences of 12 individuals who transitioned from the sixth form of a further education college in a traditionally working-class area of the UK, to higher education. The author employs narrative inquiry in order to explore the participants’ unique perspectives. Theoretically, Bourdieu’s concepts of field and habitus are used to explain how these undergraduates adapted to their new circumstances, which in turn altered their ways of thinking and behaving. The book examines the impact of class on student transition, as well as offering insights into why further education warrants renewed focus, and concludes with a set of recommendations for both policy and practice. Melanie Beckett was an English A-Level Lecturer at a college in the West Midlands. She recently completed a PhD in Education at Staffordshire University, UK and now works at Arden University as an academic skills tutor. Melanie is also an honorary visiting lecturer at Staffordshire University. 0aEducation, Higher. 0aInclusive education. 0aAbility. 0aSchools. 0aSocial work education.14aHigher Education.24aInclusive Education.24aSkills.24aSchool and Schooling.24aSocial Education.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303166912508iPrinted edition:z978303166914908iPrinted edition:z978303166915640uhttps://doi.org/10.1007/978-3-031-66913-2