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This paper examines Education Direct (ED), an entry pathway at Edith Cowan University, reviewing relevant literature and outlining the study’s research design and questions. Results indicate ED students achieve academic success comparable to traditional entrants, with retention and progression rates not notably different.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-direct-an-alternative-entry-pathway-to-pre-service-teacher-education/594498/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-direct-an-alternative-entry-pathway-to-pre-service-teacher-education/594498.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of Education Direct (ED) in pre-service teacher education?","Question",{"text":112,"@type":113},"Education Direct is an alternative entry pathway offered by Edith Cowan University’s School of Education. It aims to increase diversity and support social inclusion by providing entry options to students from varied backgrounds.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper assess outcomes for ED students?",{"text":117,"@type":113},"The study focuses on retention, academic achievement, and progression rates. It compares ED students’ outcomes with those who entered through more traditional pathways.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about ED students compared with traditional entrants?",{"text":121,"@type":113},"Students who entered pre-service teacher education via ED show academic success at comparable levels. Their retention and progression rates are not notably different from those of other students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594498,1792489442,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 37 | Issue 8 | Article 3 |\n| --- | --- |\n\n2012  \nEducation Direct: An Alternative Entry Pathway to Pre-service Teacher Education  \nKevin Pilkington  \nEdith Cowan University, [k.pilkington@ecu.edu.au](k.pilkington@ecu.edu.au)  \nGraeme Lock Edith Cowan University  \nRecommended Citation  \nPilkington, Kevin and Lock, Graeme (2012) \"Education Direct: An Alternative Entry Pathway to Pre-service Teacher Education,\"Australian Journal of Teacher Education: Vol. 37: Iss. 8, Article 3.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss8/3](http://ro.ecu.edu.au/ajte/vol37/iss8/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss8/3](http://ro.ecu.edu.au/ajte/vol37/iss8/3)  \nAustralian Journal of Teacher Education  \nEducation Direct: An Alternative Entry Pathway to Pre-Service Teacher Education  \nKevin Pilkington  \nGraeme Lock  \nEdith Cowan University  \nAbstract: Universities in Australia are offering alternative  \nentrance pathways to attract students from a range of  \nbackgrounds. These alternative pathways will undoubtedly be  \nreviewed due to the recommendation in the Review of Australian  \nHigher Education (Bradley, Noonan, Nugent & Scales, 2008)  \nconcerning increasing the diversity of university entrants. This paper discusses an alternative entry pathway, Education Direct  \n(ED), offered by the School of Education at Edith Cowan  \nUniversity, and commences with a review of the literature about such pathways. The next section explores the development and nature of the ED pathway, before outlining the research design  \nand identifying the research questions, which concentrate on  \nretention, academic achievement, and progression rates of ED  \nstudents. The findings indicate that students who have entered  \npre-service teacher education via ED are enjoying academic  \nsuccess at comparable levels to students who enrolled through  \nmore traditional pathways. Furthermore, their retention and  \nprogression rates are not notably different to those of other  \nstudents.  \nIntroduction  \nInstitutions of higher education have been dominated by the privileged of society for centuries. Competition for a position, either as a student or an academic, within a recognised institution increases with the level of standing the particular institution enjoys within the social culture in which it is situated. Recognition of the under-representation of particular social, cultural and ethnic groups within higher education has been identified as an issue by in two recent Australian reports: Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008) and the Top of the Class Report (House of Representatives Standing Committee on Education and Vocational Training, 2007) . In the latter report it is suggested (4.3, p. 36) that universities develop alternative pathways of entry to teacher education in order to increase the diversity of entrants.  \nStrategies to encourage members of these groups to participate in higher education have been developed and trialled in Australian universities. Indeed, the University Admission Centre’s website demonstrates the large number of programs made available by Australian universities ([http://www.uac.edu.au/undergraduate/admission/alternative-entry.shtml](http://www.uac.edu.au/undergraduate/admission/alternative-entry.shtml)), but despite these attempts percentages of total student population from identified target groups remains largely unchanged (Bradley et al, 2008, p. 28). Although increased attention is being given to the issue of increasing university access for students from diverse backgrounds, as  \n32  \nVol 37, 8, August 2012  \nAustralian Journal of Teacher Education  \nevidenced by the initiation of The Social Inclusion in Education conferences, which first commenced in 2009 ([http://www.informa.com.au/conferences/education/the-2nd-annual](http://www.informa.com.au/conferences/education/the-2nd-annual)soc","cbCaihsO5GI7AppG","https://ap.wps.com/l/cbCaihsO5GI7AppG","pdf",209459,15,"English","# Introduction\n## Literature Review","[{\"question\":\"What is the main purpose of Education Direct (ED) in pre-service teacher education?\",\"answer\":\"Education Direct is an alternative entry pathway offered by Edith Cowan University’s School of Education. It aims to increase diversity and support social inclusion by providing entry options to students from varied backgrounds.\"},{\"question\":\"How does the paper assess outcomes for ED students?\",\"answer\":\"The study focuses on retention, academic achievement, and progression rates. It compares ED students’ outcomes with those who entered through more traditional pathways.\"},{\"question\":\"What do the findings suggest about ED students compared with traditional entrants?\",\"answer\":\"Students who entered pre-service teacher education via ED show academic success at comparable levels. Their retention and progression rates are not notably different from those of other students.\"}]","Education Direct - An Alternative Entry Pathway to Pre-service Teacher Education | PDF",1792079268,38]