Search

19 May 2021: study interviewed 20 academics. In all the student interviews, when asked about their typical work. ... widely were found to be helpful by 20.7%, 10.6%, and 18.7% of students, respectively.

23 Sep 2021: 3. Contextual information. Previous research performed by the Cambridge SU and the first cycle of APP PAR in 2019-20 has provided valuable contextual data in relation to assessment format and

24 Feb 2021: 1. Inclusive Teaching and Learning in the UK Higher. Education Sector: Analysis, Research and. Recommendations. Table of Contents. 1. Introduction. 2. Drivers for Change. 3. Inclusive Pedagogy. 4. Common Concerns around Inclusive Teaching and

24 Feb 2021: attainment gap in subjects was ‘Education’ (20.1%) followed by ‘Combined subjects’ (19.7%). ... 3. Law I (2017) Building the Anti-racist University, action and new agendas, Race Ethnicity and Education, 20:3, 332-343, DOI:

24 Feb 2021: 20% of participants were unsure/indifferent. • 20% of participants were unsatisfied. •

24 Feb 2021: 20% of students believe that it has had a positive effect (15% slightly positive / 5% very positive). ... dependent on individual staff; and 20% felt confident. When asked if they were happy with the time it took to communicate the issue/to self advocate,

24 Feb 2021: Disability & society, 20(3), 231-245. 3 Berenson, C. K. (1998). Frequently missed diagnoses in adolescent psychiatry. ... Journal of Autism and Developmental Disorders, 46(1), 31-41 20 Emmers, E., Jansen, D., Petry, K., van der Oord, S., & Baeyens, D.

23 Sep 2021: academic staff, with 20 similar questions based on three themes (interest, comfort and belonging, and. ... Figure 2: Courses supervised by staff respondents. 0 5 10 15 20 25 30 35.

23 Sep 2021: This section of the Mind the Gap Toolkit sets out a summary of the evidence on identified disparities in student attainment, and points to further sources of information.

24 Sep 2021: The previous section provided an overview of what we know about awarding gaps from available statistical data: we have identified that these gaps exist, across the sector and within Cambridge, although the reason for these gaps has been unclear.