{"id":{"repo_id":"greenwich","oai_identifier":"oai:gala.gre.ac.uk:8759"},"canonical_url":"https://search.dev.ndltd.org/etd/greenwich/oai:gala.gre.ac.uk:8759","repository":{"repo_id":"greenwich","name":"University of Greenwich","base_url":"https://gala.gre.ac.uk/cgi/oai2"},"display":{"title":"A study of English workshop provision","abstract":"During the past decade students with particularly low-level literacy skills have imposed special demands, some colleges of Further Education meeting their needs by means of workshops. There was an information-gap about how best to enable linguistic acquisition in 16+ mainstream students and that need prompted this investigation. The author set out to identify and describe good workshop practice in individual LEAs or colleges and to define the features of a model workshop. The central question was whether or not the workshop strategy was effective in meeting the literacy needs of FE students. After a preliminary survey to discover suitable colleges, students and tutors were interviewed. Workshop sessions were observed using two contrasting instruments and HE and LEAs surveyed. Teaching materials and the learning-environment were scrutinised. Two kinds of workshop emerged: the ILEA Communications Workshop and the Literacy-support workshop found in the non-ILEA colleges in the sample. Because of their individuality, it was not reasonable to delineate a model workshop. Nevertheless clear principles of good practice were established, for example that there was a need to create a careful balance between the following emphases: - learning individually and within groups; - experience of oral and written work; - practice in formal and informal talk; - the development of basic skills and wider learning-experiences; - student autonomy and teacher-guidance. As a result of the study it became clear that, whatever the lost opportunities discovered in individual workshops, in contrast with school they represented a positive educational experience for those who had been failed by traditional teaching-methods and students thought they were more effective in meeting their literacy needs. It also became clear that there was a need for staff development in the sample colleges and therefore probably in the FE sector as a whole in order to enable tutors to make more effective use of literacy workshops.","abstract_html":"During the past decade students with particularly low-level literacy skills have imposed special demands, some colleges of Further Education meeting their needs by means of workshops. There was an information-gap about how best to enable linguistic acquisition in 16+ mainstream students and that need prompted this investigation. The author set out to identify and describe good workshop practice in individual LEAs or colleges and to define the features of a model workshop. The central question was whether or not the workshop strategy was effective in meeting the literacy needs of FE students. After a preliminary survey to discover suitable colleges, students and tutors were interviewed. Workshop sessions were observed using two contrasting instruments and HE and LEAs surveyed. Teaching materials and the learning-environment were scrutinised. Two kinds of workshop emerged: the ILEA Communications Workshop and the Literacy-support workshop found in the non-ILEA colleges in the sample. Because of their individuality, it was not reasonable to delineate a model workshop. Nevertheless clear principles of good practice were established, for example that there was a need to create a careful balance between the following emphases: - learning individually and within groups; - experience of oral and written work; - practice in formal and informal talk; - the development of basic skills and wider learning-experiences; - student autonomy and teacher-guidance. As a result of the study it became clear that, whatever the lost opportunities discovered in individual workshops, in contrast with school they represented a positive educational experience for those who had been failed by traditional teaching-methods and students thought they were more effective in meeting their literacy needs. It also became clear that there was a need for staff development in the sample colleges and therefore probably in the FE sector as a whole in order to enable tutors to make more effective use of literacy workshops.","abstract_has_math":false,"creators":["Ware, Jennifer Helen"],"institution":"University of Greenwich","degree_name":null,"degree_level":"mphil","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Robson, Jocelyn"],"committee_chairs":[],"committee_members":[],"year":1993,"date_issued":"1993-01","date_published":"1993-01","updated_at":"2026-07-24T02:25:45Z","subjects":["LC Special aspects of education"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Robson, Jocelyn"]},{"key":"dc:creator","label":"Author","values":["Ware, Jennifer Helen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1993-01"]},{"key":"dc:date.issued","label":"Date","values":["1993-01"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Post Compulsory Education and Training"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Greenwich"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://gala.gre.ac.uk/id/eprint/8759/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["mphil"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LC Special aspects of education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://gala.gre.ac.uk/id/eprint/8759/6/Jennifer%20Helen%20Ware%201993%20-%20redacted.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["During the past decade students with particularly low-level literacy skills have imposed special demands, some colleges of Further Education meeting their needs by means of workshops. There was an information-gap about how best to enable linguistic acquisition in 16+ mainstream students and that need prompted this investigation. The author set out to identify and describe good workshop practice in individual LEAs or colleges and to define the features of a model workshop. The central question was whether or not the workshop strategy was effective in meeting the literacy needs of FE students. After a preliminary survey to discover suitable colleges, students and tutors were interviewed. Workshop sessions were observed using two contrasting instruments and HE and LEAs surveyed. Teaching materials and the learning-environment were scrutinised. Two kinds of workshop emerged: the ILEA Communications Workshop and the Literacy-support workshop found in the non-ILEA colleges in the sample. Because of their individuality, it was not reasonable to delineate a model workshop. Nevertheless clear principles of good practice were established, for example that there was a need to create a careful balance between the following emphases: - learning individually and within groups; - experience of oral and written work; - practice in formal and informal talk; - the development of basic skills and wider learning-experiences; - student autonomy and teacher-guidance. As a result of the study it became clear that, whatever the lost opportunities discovered in individual workshops, in contrast with school they represented a positive educational experience for those who had been failed by traditional teaching-methods and students thought they were more effective in meeting their literacy needs. It also became clear that there was a need for staff development in the sample colleges and therefore probably in the FE sector as a whole in order to enable tutors to make more effective use of literacy workshops."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A study of English workshop provision"]}]}],"canonical_facts":{"dc:contributor.advisor":["Robson, Jocelyn"],"dc:creator":["Ware, Jennifer Helen"],"dc:date":["1993-01"],"dc:date.issued":["1993-01"],"dc:description.abstract":["During the past decade students with particularly low-level literacy skills have imposed special demands, some colleges of Further Education meeting their needs by means of workshops. There was an information-gap about how best to enable linguistic acquisition in 16+ mainstream students and that need prompted this investigation. The author set out to identify and describe good workshop practice in individual LEAs or colleges and to define the features of a model workshop. The central question was whether or not the workshop strategy was effective in meeting the literacy needs of FE students. After a preliminary survey to discover suitable colleges, students and tutors were interviewed. Workshop sessions were observed using two contrasting instruments and HE and LEAs surveyed. Teaching materials and the learning-environment were scrutinised. Two kinds of workshop emerged: the ILEA Communications Workshop and the Literacy-support workshop found in the non-ILEA colleges in the sample. Because of their individuality, it was not reasonable to delineate a model workshop. Nevertheless clear principles of good practice were established, for example that there was a need to create a careful balance between the following emphases: - learning individually and within groups; - experience of oral and written work; - practice in formal and informal talk; - the development of basic skills and wider learning-experiences; - student autonomy and teacher-guidance. As a result of the study it became clear that, whatever the lost opportunities discovered in individual workshops, in contrast with school they represented a positive educational experience for those who had been failed by traditional teaching-methods and students thought they were more effective in meeting their literacy needs. It also became clear that there was a need for staff development in the sample colleges and therefore probably in the FE sector as a whole in order to enable tutors to make more effective use of literacy workshops."],"dc:format":["application/pdf"],"dc:identifier.uri":["https://gala.gre.ac.uk/id/eprint/8759/6/Jennifer%20Helen%20Ware%201993%20-%20redacted.pdf"],"dc:language":["en"],"dc:publisher.department":["School of Post Compulsory Education and Training"],"dc:publisher.institution":["University of Greenwich"],"dc:relation.isreferencedby":["https://gala.gre.ac.uk/id/eprint/8759/"],"dc:subject":["LC Special aspects of education"],"dc:title":["A study of English workshop provision"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["mphil"]},"updated_at":"2026-07-24T02:25:45Z"}