Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547172
Title: Who me? - What did I do? : a case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education
Author: Binner, Christine Audrey
Awarding Body: University of Huddersfield
Current Institution: University of Huddersfield
Date of Award: 2011
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Abstract:
This research uses learner voice to explore low level disruption in level two classrooms in a college of further education. The aim of the research is to develop a better understanding of factors influencing classroom interaction and learner achievement, and to suggest ways in which the findings may be used to minimise disruption in the classroom. The learners who took part in the research had been identified by teaching staff as persistent disrupters in level two vocational classes. The purpose of the research was explained to each individual and the research comprised of three stages: individual interviews were held with learners; a card sorting exercise, selected for its interactive qualities, was conducted with each learner; and college-held data was used to establish factors which affected behaviour in the classroom. The research findings have been theoretically grounded in Giddens’ structuration theory. Structuration theory facilitated recognition of changes in behaviour in classrooms, and the identification of explanatory patterns. It has been used to underpin the final argument; that reasons for disruption are complex, different for each learner, and can be critical to learner progression. The findings demonstrate that individual, home and community and institutional factors have the capacity to influence learner behaviour in the classroom. Whilst the impact of these factors can vary from individual to individual, they can all be seen to be of significant relevance to achievement and progression. The value of learner voice can be seen in the insight gained into individual learner experiences and in the attempt taken to use this information to address the balance of power in the classroom.
Supervisor: Simmons, Robin Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.547172  DOI: Not available
Keywords: L Education (General) ; LC Special aspects of education
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