Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605783
Title: Making connections : problems, progress and priorities : a practitioner's viewpoint
Author: Dodd, Miranda
ISNI:       0000 0004 5359 3495
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 2014
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Abstract:
In this thesis, the reader is invited to ‘think with the story’ (Bochner, 1997) as the issues arising from a research project undertaken by a full-time classroom teacher are explored. The study began with the intention to help children make connections in their learning. Taking an action research approach, over a span of two and a half years, ways to help children link ideas were investigated, their responses observed and their views explored through techniques such as interviews, games and stimulated recall. As the study progressed, it developed a stronger focus on practitioner research, especially in relation to teacher research with children. Following a change of school, the research focused on working with a ‘pupil research group’ over a six-month period. The thesis addresses the learning of the teacher-researcher about the connections and challenges involved, including contextual issues, different methodological strategies, power relationships, different voices and viewpoints in research and the process of change. A narrative approach is used to tell much of the story, in the form of an informal dialogue between the author as a teacher and the author as a researcher. Thus, the common and conflicting demands and benefits of research and teaching in such a project are explored in dynamic fashion. Ultimately, a framework to support practitioner researchers, based on the problems and progress in the study, is presented with some priorities for the future.
Supervisor: Bourne, Jill Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.605783  DOI: Not available
Keywords: L Education (General)
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