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Title: Classroom behaviour : perspectives on learning over 30 years in the Education and Training sector
Author: Lebor, Mervyn Paul
ISNI:       0000 0004 8499 8540
Awarding Body: University of Bolton
Current Institution: University of Bolton
Date of Award: 2019
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This abstract provides a brief synopsis of my submission for a doctorate by retrospective practice. The issues that have been central to my practice over the last thirty years have involved supporting student, trainee and teacher learning in a variety of Education and Training Sector (ETS) institutional contexts. The central issue associated with much of the material posited within these documents is that of learning taking place or not in many different circumstances within the ETS. My interventions into the discourse within this sector have been through a wide variety of vehicles, such as newspaper and academic articles, peer-reviewed research-based studies, a peer-reviewed book, moderated assessment and inter alia student-based research and its impact on ETS classrooms. My approaches have been critical responses to a wide range of teaching and learning situations, mostly qualitative research impacting on individuals, classes, institutions and the sector at large. The overall findings could be said to demonstrate a complex understanding of many teaching and learning situations where learning is embraced and/or rejected in many ETS contexts. Recommendations are multifarious and embedded into the texts of my book, articles and my own and student research, generally showing ways in which learning can be supported in many different ETS contexts. However, three specific strategies for dealing with violence in the sector are recommended at the end of this commentary. This doctorate by practice offers a retrospective ascription of interventions regarding learning, suggesting changes and insights as evidenced in my portfolio and this critical commentary.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available