Great Expectations: Sixth-formers' perceptions of teaching and learning in degree-level English

Karen Smith, Chris Hopkins

    Research output: Contribution to journalArticlepeer-review

    35 Citations (Scopus)


    This article feeds into the discussion of transitional issues begun in Volume 2 of Arts and Humanities in Higher Education. It draws on research into A-level students' expectations of university English and how these compare to the experiences of first-year students, university lecturers and A-level teachers. The data presented are drawn from innovative focus group sessions which gave pre-higher education and first-year university students a range of exercises to encourage them to focus on their expectations and experiences of studying English. These data were supplemented with teacher and lecturer interviews. The article concentrates on students' expectations of independent study and the experience of reading. The findings show that there is a mismatch between student expectations and the realities of university study. It is hoped that the outcomes of this research will contribute to a more informed transition from school to university by informing students' expectations before they enter university
    Original languageEnglish
    Pages (from-to)304-318
    JournalArts and Humanities in Higher Education
    Issue number3
    Publication statusPublished - Oct 2005


    Dive into the research topics of 'Great Expectations: Sixth-formers' perceptions of teaching and learning in degree-level English'. Together they form a unique fingerprint.

    Cite this