Organisational factors, teacher approach and pupil commitment in outdoor activities : a case study of schooling and gender in outdoor education.

Abstract

This thesis is concerned with teaching and learning in the context of one co-educational, mixed ability outdoor education centre, which is referred to by the pseudonym Shotmoor. It examines the characteristic situational, organisational, material and ideological features which constitute the institute. It is an account of the experiences of teachers and pupils at the institute and at schools and the social relationships and structures within which they work. It is an exploration of the diversity and congruency in the form and content of knowledge and skill made available through the Shotmoor curricula. It is an examination of the coding of educational transmission and the forms of its realisation, with particular focus upon gender. An ethnographic research approach was adopted in this study and a variety of data collection methods employed. The principal focus of this thesis is classroom interaction and the ways by which teachers, boys and girls mediated processes and practices. Patterns of classroom interaction are presented and the various ways by which teachers encountered girls and boys are delineated. What pupils received, as it is perceived by the pupils themselves, from the implicit and explicit messages conveyed through the teaching process, is explored. Pupils' understanding of their own and each other's capabilities and how they made sense of the teaching approach is examined. The pupils' understandings of what constitutes appropriate gender `abilities', behaviours and relationships are examined. (D73019/87)

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