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The ideal classroom: perspectives of young people attending a nurture group

Morgan-Rose, Faye (2016)
Ap.Ed.&ChildPsy.D. thesis, University of Birmingham.

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Abstract

This study sought to gain the views of a very specific group of eight young people who attended a Nurture Group, within a special school. Through a multiple case study design using semi-structured interviews, and a model-making activity with personal construct psychology (Kelly, 1955), the contrasting poles of ideal and non-ideal classrooms were elicited. The rationale guiding the study was to ensure the views of the students were included in the interior design stage of a purpose built nurture group facility at their school.
Methods included two model-making activities with LEGO® for each participant, with a photograph of each model annotated together, along with a series of nine questions for both models.
Thematic analysis shows that employment and independence are most important as are the opportunities for kinaesthetic learning styles. The nurture group approach to schooling, when compared with overarching themes of the ideal classrooms does reflect the ideal classroom construct of the participants from this study, except in the area of language development.
The implications of the study indicate LEGO and personal construct psychology can be a useful combination in exploring contrasting poles of a theme.

LEGO® is a trademark of the LEGO Group of companies which does not sponsor, authorise or endorse this research.

Type of Work:Ap.Ed.&ChildPsy.D. thesis.
Supervisor(s):Soan, Collette
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:HV Social pathology. Social and public welfare
LC Special aspects of education
Institution:University of Birmingham
ID Code:6239
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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