Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.641043
Title: Handing over the baton : an intervention study looking at improving students' motivational attitudes towards taking greater ownership of their learning at KS4
Author: Barkat, Janet C. G.
ISNI:       0000 0004 5350 3736
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2014
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Abstract:
This empirical study, set in secondary school classrooms, examines theoretical constructs around ownership practices: looking at how personal significance and interest affect effort investment, how the role of the teacher and contextual approaches to learning provide incentives to pursue ownership and how active possession can be enhanced through opportunities for self-determined choice with tools to understand learning strategies. This study focuses mainly on the initial stages of nurturing skills towards a sense of ownership and is more about building confidence in taking steps towards controlling learning through self-regulation, process orientated approaches to improvement and help seeking strategies. Sample groups from six domains undertook the full study providing data through questionnaires completed by students at the beginning and end of the study, semi-structured interviews and observations to monitor interventions implemented by teachers, and reflective group interviews with students at the end of the study. Based on the data collected by the questionnaires and interviews, the strongest contributors to perceived change were: setting learning activities into the context of personal goals and involving students in co-constructing new knowledge; provision of choice, expectations of a readiness to learn, scaffolding and tools for managing tasks proactively; personal impact on achievement through proactive help-seeking; and action based process orientated feedback through honest, positive appraisal. The evidence provided by the data suggested that student’ attitudes towards taking ownership for their learning altered as a consequence of the interventions and the impact was not related to gender, IQ or social background. Teachers reported changes in motivation towards taking ownership in individual students, higher levels of achievement being attained than previously expected, and positive changes in whole class attitudes and learning behaviours. Taken as a whole, the data suggested a positive trend towards improvements in the quality of learning in the classroom and students taking greater active possession (ownership) of their learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.641043  DOI: Not available
Keywords: Curriculum, Pedagogy and Assessment
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