Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559376
Title: An exploration of the language skills of secondary school students labelled as being at risk of exclusion : a model of language assessment for educational psychologists
Author: Hayes, Rachael Lucy
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2011
Availability of Full Text:
Access from EThOS:
Abstract:
The context of this study was located within a single mainstream secondary school. Its focus was to explore the potential links between secondary school students labelled as being at risk of permanent exclusion and semantic and/or pragmatic language difficulties. Given the impact that exclusions can have on students in later life, it is important that students are provided with support that addresses all of their needs, rather than just behavioural interventions, so that they are given the best opportunities for success. A multi-method approach to assessment was utilised within this thesis, including standardised assessment, teacher reports and interactive assessment, which incorporate elements drawn from the work of Vygotsky (1962), Piaget (1975) and Feuerstein (1983). This research was conducted with five participants aged between 12 and 14, who were identified as being at risk of school exclusion. This thesis highlighted that students, who were identified as being difficult to teach and therefore at risk of permanent exclusion, experienced some difficulties with their semantic and pragmatic elements of language. The results indicated that the participants had varying profiles of strengths and difficulties. As such, providing profiles of language ability, rather than a single language score, enabled information to be extracted which would inform educational practices and interventions. The product of this thesis was a model of language assessment for use by Educational Psychologists which derived from the multi-method approach to understanding and assessing language skills. The implications of this research for Educational Psychologists and schools were discussed. Possible areas of future research in this area were also identified.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.559376  DOI: Not available
Share: