ABSTRACT
This chapter refers initially to research previously completed by the author as part of a project for the Evidence for Policy and Practice Information and Coordination Centre. The work was collaborative, undertaken with Carole Torgerson, Graham Low, Nick McGuinn, and Alison Robinson, who are duly acknowledged (see p. iv). The project consisted of a systematic research review of argumentation at school level; the synthesized research is presented here to show where students who come into higher education might have come from in terms of argumentation; and what lessons could be learned from a close look at school practice. The bulk of the chapter looks at the implications of the report for higher education.
