Abstract
This paper presents a broad evaluation of the Scaffolding Literacy in Academic and Tertiary Environments project (SLATE) drawing from a range of sources, including (a) feedback from some of the key stakeholders involved, and (b) an analysis of student work. First, the paper presents data collected on students’ perceptions of some of the courses supported by the SLATE team. This data is discussed in relation to some of the issues raised in feedback collected from the course lecturers and the SLATE tutors. The paper then shifts its focus and evaluates the project in terms of how the students benefited from the project. This is done by examining how frontloading and supported independent construction helped students in (developing) their use of grammatical metaphor. The findings of this project evaluation have been used to identify issues that need to be considered in developing similar programmes in the future.
Published Version
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