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Can’t come, won’t come, don’t come: supporting better attendance and attainment of first year law students through an Early Intervention Pilot

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Can’t come, won’t come, don’t come: supporting better attendance and attainment of first year law students through an Early Intervention Pilot. / McKee, Tina.
In: Law Teacher, Vol. 56, No. 2, 03.04.2022, p. 222-240.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

McKee, T 2022, 'Can’t come, won’t come, don’t come: supporting better attendance and attainment of first year law students through an Early Intervention Pilot', Law Teacher, vol. 56, no. 2, pp. 222-240. https://doi.org/10.1080/03069400.2021.1908012

APA

McKee, T. (2022). Can’t come, won’t come, don’t come: supporting better attendance and attainment of first year law students through an Early Intervention Pilot. Law Teacher, 56(2), 222-240. https://doi.org/10.1080/03069400.2021.1908012

Vancouver

McKee T. Can’t come, won’t come, don’t come: supporting better attendance and attainment of first year law students through an Early Intervention Pilot. Law Teacher. 2022 Apr 3;56(2):222-240. Epub 2021 Jun 30. doi: 10.1080/03069400.2021.1908012

Author

McKee, Tina. / Can’t come, won’t come, don’t come : supporting better attendance and attainment of first year law students through an Early Intervention Pilot. In: Law Teacher. 2022 ; Vol. 56, No. 2. pp. 222-240.

Bibtex

@article{7cc48feebde440119047fbbccc9e8e52,
title = "Can{\textquoteright}t come, won{\textquoteright}t come, don{\textquoteright}t come: supporting better attendance and attainment of first year law students through an Early Intervention Pilot",
abstract = "This article reports on the effectiveness of an Early Intervention Pilot (EIP) with year 1 law students in Lancashire Law School, UCLan in 2018–19. The initiative was designed to address concerns over attendance and attainment identified in a previous School project. The EIP used non-attendance thresholds to trigger early intervention student meetings with Course Leaders to explore reasons for absence and to offer appropriate advice and signposting. Quantitative analysis of EIP data reveals improvements in both attendance and attainment for the cohort when compared with an earlier cohort. Additional findings reveal benefits in early identification of significant numbers of students with a range of needs, allowing for more effective signposting to sources of support during their first semester. This article contributes to the literature in exploring the impact of an early intervention approach within a law school context and in revealing the scale and depth of complex student needs.",
author = "Tina McKee",
year = "2022",
month = apr,
day = "3",
doi = "10.1080/03069400.2021.1908012",
language = "English",
volume = "56",
pages = "222--240",
journal = "Law Teacher",
issn = "0306-9400",
publisher = "Sweet and Maxwell Ltd.",
number = "2",

}

RIS

TY - JOUR

T1 - Can’t come, won’t come, don’t come

T2 - supporting better attendance and attainment of first year law students through an Early Intervention Pilot

AU - McKee, Tina

PY - 2022/4/3

Y1 - 2022/4/3

N2 - This article reports on the effectiveness of an Early Intervention Pilot (EIP) with year 1 law students in Lancashire Law School, UCLan in 2018–19. The initiative was designed to address concerns over attendance and attainment identified in a previous School project. The EIP used non-attendance thresholds to trigger early intervention student meetings with Course Leaders to explore reasons for absence and to offer appropriate advice and signposting. Quantitative analysis of EIP data reveals improvements in both attendance and attainment for the cohort when compared with an earlier cohort. Additional findings reveal benefits in early identification of significant numbers of students with a range of needs, allowing for more effective signposting to sources of support during their first semester. This article contributes to the literature in exploring the impact of an early intervention approach within a law school context and in revealing the scale and depth of complex student needs.

AB - This article reports on the effectiveness of an Early Intervention Pilot (EIP) with year 1 law students in Lancashire Law School, UCLan in 2018–19. The initiative was designed to address concerns over attendance and attainment identified in a previous School project. The EIP used non-attendance thresholds to trigger early intervention student meetings with Course Leaders to explore reasons for absence and to offer appropriate advice and signposting. Quantitative analysis of EIP data reveals improvements in both attendance and attainment for the cohort when compared with an earlier cohort. Additional findings reveal benefits in early identification of significant numbers of students with a range of needs, allowing for more effective signposting to sources of support during their first semester. This article contributes to the literature in exploring the impact of an early intervention approach within a law school context and in revealing the scale and depth of complex student needs.

U2 - 10.1080/03069400.2021.1908012

DO - 10.1080/03069400.2021.1908012

M3 - Journal article

VL - 56

SP - 222

EP - 240

JO - Law Teacher

JF - Law Teacher

SN - 0306-9400

IS - 2

ER -