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Making connections: problems, progress and priorities – a practitioner’s viewpoint

Making connections: problems, progress and priorities – a practitioner’s viewpoint
Making connections: problems, progress and priorities – a practitioner’s viewpoint
In this thesis, the reader is invited to ‘think with the story’ (Bochner, 1997) as the issues arising from a research project undertaken by a full-time classroom teacher are explored. The study began with the intention to help children make connections in their learning. Taking an action research approach, over a span of two and a half years, ways to help children link ideas were investigated, their responses observed and their views explored through techniques such as interviews, games and stimulated recall. As the study progressed, it developed a stronger focus on practitioner research, especially in relation to teacher research with children. Following a change of school, the research focused on working with a ‘pupil research group’ over a six-month period. The thesis addresses the learning of the teacher-researcher about the connections and challenges involved, including contextual issues, different methodological strategies, power relationships, different voices and viewpoints in research and the process of change. A narrative approach is used to tell much of the story, in the form of an informal dialogue between the author as a teacher and the author as a researcher. Thus, the common and conflicting demands and benefits of research and teaching in such a project are explored in dynamic fashion. Ultimately, a framework to support practitioner researchers, based on the problems and progress in the study, is presented with some priorities for the future.
University of Southampton
Dodd, Miranda
804b0c2d-d530-437a-907a-9dea17da0ecc
Dodd, Miranda
804b0c2d-d530-437a-907a-9dea17da0ecc
Bourne, Jill
d42198c7-aad2-4f9e-b175-d1428aeb6660

Dodd, Miranda (2014) Making connections: problems, progress and priorities – a practitioner’s viewpoint. University of Southampton, Southampton Education School, Doctoral Thesis, 287pp.

Record type: Thesis (Doctoral)

Abstract

In this thesis, the reader is invited to ‘think with the story’ (Bochner, 1997) as the issues arising from a research project undertaken by a full-time classroom teacher are explored. The study began with the intention to help children make connections in their learning. Taking an action research approach, over a span of two and a half years, ways to help children link ideas were investigated, their responses observed and their views explored through techniques such as interviews, games and stimulated recall. As the study progressed, it developed a stronger focus on practitioner research, especially in relation to teacher research with children. Following a change of school, the research focused on working with a ‘pupil research group’ over a six-month period. The thesis addresses the learning of the teacher-researcher about the connections and challenges involved, including contextual issues, different methodological strategies, power relationships, different voices and viewpoints in research and the process of change. A narrative approach is used to tell much of the story, in the form of an informal dialogue between the author as a teacher and the author as a researcher. Thus, the common and conflicting demands and benefits of research and teaching in such a project are explored in dynamic fashion. Ultimately, a framework to support practitioner researchers, based on the problems and progress in the study, is presented with some priorities for the future.

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More information

Published date: June 2014
Organisations: University of Southampton, Southampton Education School

Identifiers

Local EPrints ID: 366262
URI: http://eprints.soton.ac.uk/id/eprint/366262
PURE UUID: e2f9d0b3-f576-4c52-af2f-e42b92a05594

Catalogue record

Date deposited: 27 Jun 2014 08:54
Last modified: 18 Jul 2017 02:14

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