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fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Denby, Neil
Languages: English
Types: Unknown
Subjects: L1
This paper outlines the nature of a partnership between a cohort of University Initial Teacher Training students and a cohort of ‘gifted and talented’ school pupils. It examines the process of the partnership and subsequent developments. It investigates how the project altered with the input of the participants, in particular the pupils, as evaluations revealed that the priorities of educators were not necessarily the same as those of pupils. Pupil priorities appeared to be just as valid and would possibly lead to better educational outcomes. The narrative follows through the three years of the project in chronological order, with comments, analysis, discussions and conclusions about each year’s project. The analysis and proposals for further development are grounded in qualitative data from pupils who have seen the full three-year cycle of the study through (these pupils\ud were aged 15 at the time). These comment on what they have both taught and learned and on possible improvements and developments to the programme.\ud Pupil, student and staff comments are included, along with the researcher’s interpretation of how particular participant groups reacted to the conditions that were imposed.\ud The paper concludes with implications and future research recommendations.
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    • Nieto, S (1994) cited in Ruddock, J and Flutter, J (2000) Pupil Participation and Pupil Perspective: 'Carving a new order of experience'. Cambridge Journal of Education. Vol 30 (1) Ofsted inspection report: www.ofsted.gov.uk accessed June 2nd 2005 Poell, R.F van der Krogt F.J and Wildemeersch D.A (2001) Constructing a Research Methodology to develop Models for Work-related Learning: Social Science in Action. International Journal of Qualitative Studies in Education. Vol. 14. No. 1 pps. 55-70 Taylor Francis Ruddock, J and Flutter, J (2000) Pupil Participation and Pupil Perspective: 'Carving a new order of experience'. Cambridge Journal of Education. Vol 30 (1) pps 75-89
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