Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.667819
Title: The ideal classroom : perspectives of young people attending a nurture group
Author: Morgan-Rose, Faye
ISNI:       0000 0004 5363 1359
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2015
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Abstract:
This study sought to gain the views of a very specific group of eight young people who attended a Nurture Group, within a special school. Through a multiple case study design using semi-structured interviews, and a model-making activity with personal construct psychology (Kelly, 1955), the contrasting poles of ideal and non-ideal classrooms were elicited. The rationale guiding the study was to ensure the views of the students were included in the interior design stage of a purpose built nurture group facility at their school. Methods included two model-making activities with LEGO® for each participant, with a photograph of each model annotated together, along with a series of nine questions for both models. Thematic analysis shows that employment and independence are most important as are the opportunities for kinaesthetic learning styles. The nurture group approach to schooling, when compared with overarching themes of the ideal classrooms does reflect the ideal classroom construct of the participants from this study, except in the area of language development. The implications of the study indicate LEGO and personal construct psychology can be a useful combination in exploring contrasting poles of a theme. LEGO® is a trademark of the LEGO Group of companies which does not sponsor, authorise or endorse this research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.667819  DOI: Not available
Keywords: HV Social pathology. Social and public welfare ; LC Special aspects of education
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