Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.795957
Title: Learning relations
Author: Grant, Doreen
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 1987
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Abstract:
This thesis reports a twelve year action-research study (1974-1986). Starting from the fact of inner city under achievment, it sought to harness recent research evidence on three issues: the importance of parents as educators of their own children (eg, Schaefer, Bronfenbrenner, Halsey.); the role of language in intellectual development (eg, Luria, Bruner, Donaldson.); and the effect of dialogue as an educational process (eg, Freire.). The application of this theory, first in an inner city enclave and later in a peripheral housing estate, was realized through four projects: Stairhead Seminars (1974-76), The Govan Project (1976-79), The Home and School Centre development (1979-82), and phase I of the Partnership in Education Project (1983-86). Prior research evidence was re-interpreted through the insights of parents and professionals, who translated its general concepts into a local reality. This spiral of action, reflection and improved action forms the first eleven chapters of this thesis. The data used in the study (and included with this thesis) was gathered and analysed according to a Freirian rationale. It comprises 109 transcripts of small group discussions (1974 -79); 16 interview transcripts (1978); 40 Reflection papers (1974-82); 27 video tapes (1974-86); and 47 'Benchmark' (ie. working) papers (1968-86). A Freirian stance has also been used in the preparation of this thesis; that is, particular attention has been paid to finding a 'voice' which allows the active and critical participation of the reader. Chapter twelve concludes the thesis. It re-evaluates the initial research evidence and identifies a component commnonly omitted from intervention programmes. To sueceed, it is vital that t he ordinary resources supplied by parents and professionals are positively co-ordinated in the interests of providing children with a unified learning milieu.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.795957  DOI: Not available
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