Two Decades of Transition Pedagogy: Validating Key Principles for Our Education Futures. Transition Pedagogy Reflective Trilogy Part 3
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| Title: | Two Decades of Transition Pedagogy: Validating Key Principles for Our Education Futures. Transition Pedagogy Reflective Trilogy Part 3 |
|---|---|
| Language: | English |
| Authors: | Sally Kift |
| Source: | Student Success. 2025 16(3):29-42. |
| Availability: | Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | School Transition, College Freshmen, Educational Principles, Futures (of Society), Higher Education, Access to Education, Inclusion, Curriculum Design, College Curriculum, Partnerships in Education, Foreign Countries, Educational Trends |
| Geographic Terms: | Australia |
| ISSN: | 2205-0795 |
| Abstract: | For two decades, transition pedagogy's integrative framework has delivered practical guidance for higher education's universal design to support diverse students in transition - proactively, affirmatively and holistically. This final article in the "Student Success" special issue's reflective trilogy will examine the framework's three signature features: its anchoring in inclusive curriculum design; its advancement of whole-of-institution approaches; and, the prescient focus on enabling academic and professional partnerships with students. Particularly, I will demonstrate how each of these interrelated foci has now been validated and mainstreamed as essential to universalising student success. Consideration will then be given to "what's next" for transition pedagogy's third decade as we face education futures of increasing volatility, uncertainty, complexity and ambiguity. Across the pages, the urgency of the system-wide call to action is clear. We must commit culturally and structurally to the next-gen embedding of these signature enablers if the elusive goal of equitable student success for all is to be realised. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490197 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1490197 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Two Decades of Transition Pedagogy: Validating Key Principles for Our Education Futures. Transition Pedagogy Reflective Trilogy Part 3 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sally+Kift%22">Sally Kift</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Student+Success%22"><i>Student Success</i></searchLink>. 2025 16(3):29-42. – Name: Avail Label: Availability Group: Avail Data: Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22School+Transition%22">School Transition</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Futures+%28of+Society%29%22">Futures (of Society)</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22College+Curriculum%22">College Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2205-0795 – Name: Abstract Label: Abstract Group: Ab Data: For two decades, transition pedagogy's integrative framework has delivered practical guidance for higher education's universal design to support diverse students in transition - proactively, affirmatively and holistically. This final article in the "Student Success" special issue's reflective trilogy will examine the framework's three signature features: its anchoring in inclusive curriculum design; its advancement of whole-of-institution approaches; and, the prescient focus on enabling academic and professional partnerships with students. Particularly, I will demonstrate how each of these interrelated foci has now been validated and mainstreamed as essential to universalising student success. Consideration will then be given to "what's next" for transition pedagogy's third decade as we face education futures of increasing volatility, uncertainty, complexity and ambiguity. Across the pages, the urgency of the system-wide call to action is clear. We must commit culturally and structurally to the next-gen embedding of these signature enablers if the elusive goal of equitable student success for all is to be realised. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1490197 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490197 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 29 Subjects: – SubjectFull: School Transition Type: general – SubjectFull: College Freshmen Type: general – SubjectFull: Educational Principles Type: general – SubjectFull: Futures (of Society) Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Access to Education Type: general – SubjectFull: Inclusion Type: general – SubjectFull: Curriculum Design Type: general – SubjectFull: College Curriculum Type: general – SubjectFull: Partnerships in Education Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Educational Trends Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: Two Decades of Transition Pedagogy: Validating Key Principles for Our Education Futures. Transition Pedagogy Reflective Trilogy Part 3 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sally Kift IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 2205-0795 Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: Student Success Type: main |
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