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|Title: ||An investigation of the features of design and technology lessons that motivate disaffected and low ability pupils to engage in learning : an action research project focussing on perceived relevance|
|Authors: ||Thomas, Michael Gary|
|Keywords: ||Design and technology|
Special educational needs
Engagement in learning
|Issue Date: ||2008|
|Publisher: ||© Michael Gary Thomas|
|Abstract: ||This thesis is based on practitioner and action research by the author. A series
of iterative case studies identified factors that contributed towards a group of
low ability and disaffected pupils being engaged in learning in design and
technology. The findings of each case study were analysed and conclusions
used to frame the subsequent case study. Findings from these case studies
were then used to develop an action research project.
Discussion of the relationship between pupils’ perceived relevance of an
activity and their levels of engagement has appeared on the UK educational
agenda, (Ofsted 2005:51-52, Davies et al, 2004:147, Daniels et al 1998:5.5,
Denton, 1992), but not with the frequency which might be expected. Initial
research at the school found that a group of low ability and disaffected pupils
had a very positive perception of the “relevance” of design and technology. In
contrast the literature reviewed suggested that pupils in their samples had a
low perception of the “relevance” of design and technology.
Qualitative methodology was used. This included interviewing teachers and
pupils and the development of a semi-structured interview schedule. Analysis
of this data was aided by the use of a Likert, (1932) rating scale. A
"summated" scale, Trochim, (2006) supported the interpretation of data.
Observations were used to record classroom interactions. A Delphi group
(Toffler, 1970:462) explored issues emerging during the research and to limit
the danger of single observer bias.
Pupil understanding of the term “relevance” was explored. The findings
identified strategies employed to promote the relevance of the subject. These
strategies were developed into an action research project that tested the
strategies in three other schools. One school, with a relatively inexperienced
teacher, found the strategies had a positive impact on teaching and learning.|
|Description: ||Submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy of Loughborough University.|
|Appears in Collections:||PhD Theses (Design School)|
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