Becoming and being 'people like us' : a study of students who experience difficulties with literacy in National Curriculum History at Key Stage 3
My study considers a group of students who experience difficulties with literacy and investigates the factors, at the levels of the social order, the arena of school and the settings within it, which either fostered or hindered their participation and therefore their learning in the history classroom at Key Stage 3. My research is set within a sociocultural framework which emphasises the importance of collaborative learning and considers that factors, not only within settings in the classroom but also those outside, impact on participation and contribute to the construction of identity. A sociocultural framework invites certain research tools such as case studies and comparative methods. I undertook a study at two different levels, that of the Humanities Faculty but also of each student. This took the form of a longitudinal study over a two year period when the students were in mixed ability groupings in Year 8 and setted groupings in Year 9. I undertook the study in this way to investigate not only the moment by moment interpersonal action, but also the development of identity over time. Methods used on the research in both years included questionnaires, classroom observation and semi-structured interviews
Davies, Sandra Daredri
Becoming and being 'people like us' : a study of students who experience difficulties with literacy in National Curriculum History at Key Stage 3. My study considers a group of students who experience difficulties with literacy and investigates the factors, at the levels of the social order, the arena of school and the settings within it, which either fostered or hindered their participation and therefore their learning in the history classroom at Key Stage 3. My research is set within a sociocultural framework which emphasises the importance of collaborative learning and considers that factors, not only within settings in the classroom but also those outside, impact on participation and contribute to the construction of identity. A sociocultural framework invites certain research tools such as case studies and comparative methods. I undertook a study at two different levels, that of the Humanities Faculty but also of each student. This took the form of a longitudinal study over a two year period when the students were in mixed ability groupings in Year 8 and setted groupings in Year 9. I undertook the study in this way to investigate not only the moment by moment interpersonal action, but also the development of identity over time. Methods used on the research in both years included questionnaires, classroom observation and semi-structured interviews
becoming people like study student experience difficulty literacy national curriculum history key_stage study_considers group_student experience difficulty literacy investigate factor level social_order arena school setting within either foster participation therefore learn history classroom key_stage set_within sociocultural framework emphasis importance collaborative learning considers factor within setting classroom also outside impact participation contribute construction_identity sociocultural framework invite certain tool case_study comparative_method undertook study two_different level faculty also student take_form longitudinal_study period student mixed ability grouping grouping undertook study way investigate moment moment interpersonal action also development identity time methods use year include questionnaire classroom_observation semi_structured_interview