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Download StatisticsCristescu, Andreea Laura (2023). Collaborating to improve teaching practice: developing an approach to promote self-determination in a school for students with autism. University of Birmingham. Ph.D.
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Cristescu2023PhD_Redacted.pdf
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Abstract
This research inquiry aimed to: a. collaboratively develop an approach to teaching practice to enhance the self-determination of students with autism; b. demonstrate how a school’s stakeholders can collaborate to empirical research and be co-creators of knowledge; c. investigate the potential of video and the Video Interaction Guidance framework as methodological tools in developing an approach to teaching practice; and d. analyse an emergent, practice-based approach in light of Self-Determination Theory. To achieve this, a mixed methods study was conducted, which followed an emergent and participatory action research methodology and was structured in three phases: Exploration, Investigation and Collaboration. The study was conducted in collaboration with a special school for students with autism in England, UK. A narrative literature review on the topics researched was conducted, followed by a systematic review of self-determination literature. Phase 1 (Exploration) involved semi-structured interviews with staff and parents/carers, and semi- structured observations in the Post-16 setting of the school. The findings shaped the questionnaires used in the whole-school survey conducted in Phase 2 (Investigation) with three stakeholder groups: staff, students, and parents/carers. The data collected in Phase 1 and Phase 2 confirmed the need for the study, highlighted participants’ priorities for development, and ensured its outcomes align with their needs. Phase 3 (Collaboration) involved the collaborative development of the ten principles of the Enhancing Self - Determination Approach (ESDA) with a group of staff and students in the Post-16 setting. This process was framed by the principles and structure of Video Interaction Guidance, and used video as a methodological and reflection tool. The ESDA principles were developed from the strengths of the teaching practice, based on participants’ lived experiences, and informed by their desired outcomes. Collaborating to empirical research contributed to staff’s professional learning and development, led to an increase in confidence and improved communication skills for the students, and fostered positive relationships within the school. The analysis of the ESDA principles through the lens of Self-Determination Theory demonstrates that they create an environment supportive of the basic psychological needs that fosters the development of self-determination. The research inquiry brings significant contributions to demonstrating the value of participatory research in the areas of autism and self- determination, which fosters the bridging of gaps between research and practice.
| Type of Work: | Thesis (Doctorates > Ph.D.) | |||||||||
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| Award Type: | Doctorates > Ph.D. | |||||||||
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| Licence: | All rights reserved | |||||||||
| College/Faculty: | Colleges (2008 onwards) > College of Social Sciences | |||||||||
| School or Department: | School of Education, Department of Disability, Inclusion and Special Needs | |||||||||
| Funders: | Other | |||||||||
| Other Funders: | School of Education, University of Birmingham | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| URI: | http://etheses.bham.ac.uk/id/eprint/13828 |
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