Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572977
Title: Students as researchers : the implementation and evaluation of a whole-school pupil voice project in a primary SEBD school
Author: Silverman, Anna Kate
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2012
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Abstract:
Children's and young people's rights to a voice have been enshrined in social care and health legislation for many years. However. their opportunity to have an active role in decision making in their education appears, until recently, to have been relatively lacking. Students as Researchers (STARs) projects are whole-school initiatives where children are given opportunities to undertake student-led research. The benefits of such work have been \veil documented. Despite this, to date, there has been minimal published research into their use with pupils in specialist educational settings, in comparison with the greater body of research undertaken with their mainstream cow1terparts. The present study investigated the way in which a ST ARs project could be implemented in a primary specialist provision for children with Social. Emotional and Behavioural Difficulties (SEBD) in a Local Authority in the South of England, and subsequently how those within the setting perceived it. A qualitative research design was adopted consisting of two parallel strands - the Process of Implementation and the Evaluation strand. The intervention was evaluated through the use of semi-structured interviews and thematic analysis was used to uncover key themes. Findings from these interviews, examples of pupil work and observations reported in a reflective journal, suggested that the intervention was viewed positively by those involved. Themes which emerged from the interviews included perceived benefits and challenges of implementing the intervention, the future of the intervention at the school, development of skills, pupil competence and behaviour. The study has provided useful conclusions regarding implications for the practice of those working with pupils with SEBD. including educational psychologists.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572977  DOI: Not available
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