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An Exploration of One Educational Career: The Differing Experience of Compulsory, Post-16 and Vocational Study

Schofield, Keith (2011) An Exploration of One Educational Career: The Differing Experience of Compulsory, Post-16 and Vocational Study. Psychology of Education Review, 35 (1). pp. 12-15. ISSN 0262-4087

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Abstract

Emily began her educational career as most children do in primary school. The majority of the work that she completed was “hands on really. We had to do lots of, erm, topic books” and this, she found, engaging and interesting, perhaps because the goal oriented perception of the work she was completing complimented the theoretical and academic aspect of it. Alongside this, Emily explains that she had a solid friendship base at primary school and this was enhanced by her positive relationships with her teachers who “were easy to talk to teachers [who] […] made class fun”. This approachability in teaching staff clearly enhanced Emily’s perception of school and it could, therefore, be argued that it is the practices of the teachers that enabled Emily to have a positive and engaging working relationship with them. This act of mutual recognition between participants is one that Wenger (1998) cites as being a key element in relationships between individuals as a way of governing their social interactions through understanding each others’ roles and intentions. It is this ability to successfully participate within the community of the primary school classroom with teachers and peers that will enable a child to learn comfortably (Dean, 2000). In line with the Vygotskian theory of passage through the Zone of Proximal Development, Emily has illustrated here that it is through her relationships with her “more competent peers”, the teachers, that she became engaged in learning at primary school (Moll, 1992).

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Schools: School of Human and Health Sciences
School of Human and Health Sciences > Centre for Applied Psychological Research
Related URLs:
References:

Arum, R. Shavit, Y. (1995) 'Secondary Vocational Education and the Transition From School to Work' Sociology of Education, Vol 68, Part: 3: pp. 187-204
Bandura, A. (1995) Self Efficacy in Changing Societies. United States of America: Cambridge University Press
Cooper, O. (1997) Inspection under section 10 of the Schools Inspections Act 1996: Ditton County Primary School, Liverpool Road, Widnes, WA8 7AL: The Ofsted Reports Database (2007). London: Office for Standards in Education
DCSF. (2008). A Flexible Curriculum. Available: http://www.standards.dfes.gov.uk:80/personalisedlearning/five/curriculum, Date accessed 18/02/2008.
Dean, J. (2000) Improving Children's Learning: Effective Teaching in the Primary School. 2nd ed. : Routeledge
Elsworth et al (1999) Generic Interests and School Subject Choice Educational Research and Evaluation, Vol 5, Part 4: pp. 290-318
Jones, J. (2002) Inspection under section 10 of the Schools Inspections Act 1996: The Bankfield School, Liverpool Road, Widnes, WA8 7HU: The Ofsted Reports Database (2007). London: Office for Standards in Education
Marshall, B. & Brindley, S. (1998). Cross phase or just a lack of communication: Models of English at Key Stages 2 and 3 and their possible effect on pupil transfer. Changing English, 5(2), pp123-133
Moll, L.C. (1992) Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology. Cambridge University Press
Tobbell, J. (2003) 'Students' Experiences of the Transition From Primary to Secondary School' Educational and Child Psychology, Vol 20, Part: 4: pp. 4-13
Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. United States of America: Cambridge University Press

Depositing User: Keith Schofield
Date Deposited: 23 Sep 2014 13:35
Last Modified: 03 Dec 2016 17:32
URI: http://eprints.hud.ac.uk/id/eprint/21626

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