Geoff Hayward

Bio: Geoff Hayward is an academic researcher from University of Cambridge. The author has contributed to research in topics: Vocational education & Higher education. The author has an hindex of 4, co-authored 4 publications receiving 26 citations.

Transitions to higher education: the case of students with vocational background

Abstract: The paper examines the ways transitions to Higher Education are experienced and narrated by students with Vocational qualifications. Drawing upon the mixed-method project that documented transition...

Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein

Abstract: In this paper we provide a framework for conceptualising transitions from Vocational Education and Training (VET) programmes to Higher Education (HE), by bringing together Bourdieu’s and Bernstein’...

Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda

Abstract: Purpose: This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subject...

Enhancing students engagement in vocational agri-science and after-school careers in agricultural business: A case study of Uganda

Abstract: There is urgent need to stem the many failed attempts to improve agricultural education delivery in Africa in a context of growing youth unemployment and food insecurity Studies show that teachers are ill prepared to engage learners practically, and motivate them towards agricultural careers Constructively, aligned teaching that matches learning outcomes, teaching methods and assessments has gained currency in pedagogical change This study examines the pedagogical methods used for secondary school agriculture in Uganda Data were collected in a cross-sectional survey from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda, and analyzed with descriptive statistics Results show that the teaching and learning approaches are teacher-centered and examination oriented The current focus on national examinations is unable to engage learners in a meaningful way We recommend system-wide improvements in the teaching based on clear statements of intended learning outcomes which also should extend beyond the confines of the school to the villages where children live and work Key words: Agriculture teachers, secondary schools, teaching methods, Uganda

Teaching for quality learning at university

Abstract: by J. Biggs and C. Tang, Maidenhead, England, Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Crossing the Finish Line:: Completing College at America’s Public Universities (Association for Institutional Research, May 30, 2010)

Abstract: Acknowledgments vii Preface xiii Chapter 1. Educational Attainment: Overall Trends, Disparities, and the Public Universities We Study 1 Chapter 2. Bachelor's Degree Attainment on a National Level 20 Chapter 3. Finishing College at Public Universities 32 Chapter 4. Fields of Study, Time-to-Degree, and College Grades 57 Chapter 5. High Schools and "Undermatching" 87 Chapter 6. Test Scores and High School Grades as Predictors 112 Chapter 7. Transfer Students and the Path from Two-Year to Four-Year Colleges 134 Chapter 8. Financial Aid and Pricing on a National Level 149 Chapter 9. Financial Aid at Public Universities 166 Chapter 10. Institutional Selectivity and Institutional Effects 192 Chapter 11. Target Populations 207 Chapter 12. Looking Ahead 223 Appendix A. The Modern Evolution of America's Flagship Universities by Eugene M. Tobin 239 Notes 265 List of Figures 337 List of Tables 347 List of Appendix Tables 349 References 357 Index 377

Beyond Access: Explaining Socioeconomic Differences in College Transfer. WISCAPE Working Paper.

Abstract: Reducing socioeconomic differences in college transfer requires understanding how and why parental education, occupational class, and family income are associated with changing colleges. Building on prior studies of traditional community college transfer, the authors explore relationships between those factors and two types of transfer among four-year college students. The results indicate that reverse transfer—the move from a four-year to a community college—is more common among students from less-educated families partly because of lower levels of academic performance during their freshman year. In contrast, students from advantaged backgrounds in terms of class and income are more likely than are others to engage in a lateral transfer—from a four-year to a four-year college—which may reflect individual preferences for changing colleges, rather than a reaction to poor academic performance. Implications for policy and practice are discussed in light of the fact that only reverse transfer is associated with lower rates of completion of bachelor's degrees.