Enabling Pupil Participation in a Study of Perceptions of Disengagement: Methodological Matters

Autor/in	Ravet, Jackie
Titel	Enabling Pupil Participation in a Study of Perceptions of Disengagement: Methodological Matters
Quelle	In: British Journal of Special Education, 34 (2007) 4, S.234-242 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Student Attitudes; Educational Change; Student Participation; Foreign Countries; Educational Legislation; Research Methodology; Educational Attitudes; Elementary School Students; Teaching Methods; Criticism; Educational Improvement; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Bildungsreform; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Bildungsrecht; Schulgesetz; Research method; Forschungsmethode; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Teaching improvement; Unterrichtsentwicklung; Großbritannien
Abstract	Guidance and legislation in the UK suggest that it is becoming increasingly important to listen to the voices of pupils, to acknowledge their rights and to consult and collaborate with them in the development of personalised approaches to their education. In this article, Jackie Ravet, lecturer in inclusive practice at the University of Aberdeen, explores the methodological issues raised by a study of pupil perceptions of their disengagement in the primary classroom. She examines how an interpretative methodology was adapted to enable a group of eight- and nine-year-old primary school pupils to reflect upon their responses to learning and to express their interpretations, explanations and evaluations of their disengagement. Jackie Ravet's article details the array of interpretative methods used throughout her study with a particular focus upon a sequence of practical, activity-based interview formats designed to enable pupil communication and participation. This exposition is followed by a critique of the methodology and a discussion of its implications for research involving young children. The article closes with a call for pupils to be more effectively involved in reflecting upon the processes of participative research and in meaningful partnerships for school improvement. This article will be of interest to anyone seeking to enhance consultation and collaboration with pupils. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10