Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515930
Title: The role of the learning mentor in the socialisation of the child
Author: Farmery, Christine
Awarding Body: University of Huddersfield
Current Institution: University of Huddersfield
Date of Award: 2008
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Abstract:
The introduction of learning mentors into the secondary schools in 1999, as part of the Excellence in Cities initiative, was viewed within two years as a successful strategy for aiding pupils in inner city schools to develop positive attitudes towards school. As a result, the provision of learning mentors was extended to the primary sector. Although guidance on this new workforce was provided to schools it was expected that schools develop learning mentorship responsive to their own needs. This thesis begins with an overview of the introduction of learning mentors into the primary school and leads onto a consideration of one school’s interpretation of the role in practice. An evaluation of this interpretation led to a case study, carried out over one academic year, into the evolution of the role, leading to improved practice in the primary school at the heart of the research. The case study explored how the school’s provision of learning mentorship evolved over one academic year, from the introduction of a team approach based on the ideals of a nurture group, through an interim review and onto a final evaluation of practice and effectiveness. The case study was carried out with respect to the feminist approach to research, resulting in the collection and consideration of a wide range of data, including contextual data, to tell the story of the setting; indeed this notion of telling the story led to the research being reported as a narrative. Due regard was given to the researcher also being the acting headteacher of the school; the report acknowledges how the potential impact of this familiarity was addressed within the research. Due to the changing nature of the school as a society, the socialisation of children became the focus for the development of effective learning mentorship. Through this, conclusions were drawn that considered how staff, particularly senior iii staff, influenced the school society and how children may need the specialist support of trained learning mentors to adapt to the new society. The delivery of this specialist support was then outlined, with suggestions made for how the results of this case study could be used within other primary schools. A final consideration was given to the timing of learning mentorship for the individual child and the process needed to withdraw this specialist support from the child.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.515930  DOI: Not available
Keywords: LB Theory and practice of education ; L Education (General)
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