Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 7-Day Trial for You or Your Team.

Learn More →

Learning to Learn: action research from an equal opportunities perspective in a junior school

Learning to Learn: action research from an equal opportunities perspective in a junior school The project described is action research into pupils’ learning in a (years 5 and 6) class of a primary school, which was carried out by the class teacher and an eduction lecturer, in partnership. While the focus of the research was on the processes of pupils’ learning, the overriding research question was the possibility of improving equality of opportunity for pupils in a socially and racially mixed classroom. The resulting innovative, participative methodology is discussed. It is argued that the pupils were empowered by their involvement in the setting up of the research and in drawing conclusions from it. This process is described, and the effects on the children's ability to learn and reflect on their own learning needs are reported. Finally, the question of how far research of this kind should be extended to an explicit focus on race, class or gender is raised. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png British Educational Research Journal Wiley

Learning to Learn: action research from an equal opportunities perspective in a junior school

Download PDF
16 pages

Loading next page...
 
/lp/wiley/learning-to-learn-action-research-from-an-equal-opportunities-WWTQM9GuM5

References (15)

Publisher
Wiley
Copyright
1993 British Educational Research Association
ISSN
0141-1926
eISSN
1469-3518
DOI
10.1080/0141192930190104
Publisher site
See Article on Publisher Site

Abstract

The project described is action research into pupils’ learning in a (years 5 and 6) class of a primary school, which was carried out by the class teacher and an eduction lecturer, in partnership. While the focus of the research was on the processes of pupils’ learning, the overriding research question was the possibility of improving equality of opportunity for pupils in a socially and racially mixed classroom. The resulting innovative, participative methodology is discussed. It is argued that the pupils were empowered by their involvement in the setting up of the research and in drawing conclusions from it. This process is described, and the effects on the children's ability to learn and reflect on their own learning needs are reported. Finally, the question of how far research of this kind should be extended to an explicit focus on race, class or gender is raised.

Journal

British Educational Research Journal – Wiley

Published: Feb 1, 1993

There are no references for this article.