LEADER 03741nam 2200697Ia 450 001 9910823612603321 005 20240501050902.0 010 $a1-135-27099-6 010 $a1-282-31620-6 010 $a9786612316203 010 $a0-203-86761-0 035 $a(CKB)1000000000799872 035 $a(EBL)456643 035 $a(OCoLC)526781795 035 $a(SSID)ssj0000343886 035 $a(PQKBManifestationID)12089055 035 $a(PQKBTitleCode)TC0000343886 035 $a(PQKBWorkID)10292017 035 $a(PQKB)10930833 035 $a(MiAaPQ)EBC456643 035 $a(Au-PeEL)EBL456643 035 $a(CaPaEBR)ebr10341935 035 $a(CaONFJC)MIL231620 035 $a(OCoLC)535923593 035 $a(EXLCZ)991000000000799872 100 $a20090417d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTransitions and learning through the lifecourse /$fedited by Kathryn Ecclestone, Gert Biesta, and Martin Hughes 205 $a1st ed. 210 $aNew York ;$aAbingdon, Oxon $cRoutledge$d2009 215 $a1 online resource (241 p.) 300 $aDescription based upon print version of record. 311 $a0-415-48174-0 311 $a0-415-48173-2 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Figures; Tables; Contributors; Acknowledgements; Preface; 1 Transitions in the lifecourse: The role of identity, agency and structure; 2 The daily transition between home and school; 3 Transgression for transition? White urban middle-class families making and managing 'against the grain' school choices; 4 Reading and writing the self as a college student: Fluidity and ambivalence across contexts; 5 Managing transitions in Skills for Life; 6 The transition from vocational education and training to higher education: A successful pathway? 327 $a7 Disabled students and transitions in higher education8 Rethinking 'failed transitions' to higher education; 9 Time in learning transitions through the lifecourse: A feminist perspective; 10 Working as belonging: The management of personal and collective identities; 11 Adults learning in and through the workplace; 12 Older workers' transitions in work-related learning, careers and identities; 13 Managing and supporting the vulnerable self; Index 330 $aLike many ideas that inform policy, practice and research, 'transition' has many meanings. Children make a transition to adulthood, pupils move from primary to secondary school, and there is then a movement from school to work, training or further education. Transitions can lead to profound and positive change and be an impetus for new learning for some individuals and be unsettling, difficult and unproductive for others. Transitions have become a key concern for policy makers and the subject of numerous policy changes over the past ten years. They are also of interest to researchers and pr 606 $aContinuing education$zGreat Britain 606 $aSchool-to-work transition$zGreat Britain 606 $aLife cycle, Human$zGreat Britain 606 $aArticulation (Education)$zGreat Britain 615 0$aContinuing education 615 0$aSchool-to-work transition 615 0$aLife cycle, Human 615 0$aArticulation (Education) 676 $a374/.941 701 $aEcclestone$b Kathryn$01615683 701 $aBiesta$b Gert$0848496 701 $aHughes$b Martin$f1949 May 15-$0848497 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910823612603321 996 $aTransitions and learning through the lifecourse$93945995 997 $aUNINA