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The Fear of Being Assessed: An Auto-Ethnographic Case Study on Attempts to Engage and Motivate an Individual Disaffected Access Student

Lebor, Merv (2015) The Fear of Being Assessed: An Auto-Ethnographic Case Study on Attempts to Engage and Motivate an Individual Disaffected Access Student. Teaching in lifelong learning: a journal to inform and improve practice, 6 (2). pp. 5-15. ISSN 2040-0993

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Abstract

This paper explores how a tutor engaged an individual student who was abusive to teachers and would not carry out coursework assessments which tutors had set him in the Lifelong Learning Sector. It offers strategies to overcome barriers to achievement, particularly where a student resists carrying out required assessment tasks. It is a self-reflexive, auto-ethnographic case study. The research is based on observation, interview and a narratology of the researcher’s own involvement in the situation. It is concerned with strategies that worked with this particular student. It argues a case for personal engagement, solution-focused and cognitive behavioural strategies in the teaching/learning situation and offers an overall humanist approach. It ultimately argues for the complexity of understanding the key relationship between teacher and student. It is also concerned with ‘improving practice’ which is the central agenda of this journal.

Item Type: Article
Subjects: L Education > LC Special aspects of education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Depositing User: Cherry Edmunds
Date Deposited: 14 Aug 2015 14:53
Last Modified: 04 Nov 2015 17:09
URI: http://eprints.hud.ac.uk/id/eprint/25424

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