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The Role of the Learning Mentor in the Socialisation of the Child

Farmery, Christine (2008) The Role of the Learning Mentor in the Socialisation of the Child. Doctoral thesis, University of Huddersfield.

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    Abstract

    The introduction of learning mentors into the secondary schools in 1999, as part
    of the Excellence in Cities initiative, was viewed within two years as a successful
    strategy for aiding pupils in inner city schools to develop positive attitudes towards
    school. As a result, the provision of learning mentors was extended to the primary
    sector. Although guidance on this new workforce was provided to schools it was
    expected that schools develop learning mentorship responsive to their own needs.
    This thesis begins with an overview of the introduction of learning mentors into
    the primary school and leads onto a consideration of one school’s interpretation of the
    role in practice. An evaluation of this interpretation led to a case study, carried out
    over one academic year, into the evolution of the role, leading to improved practice in
    the primary school at the heart of the research.
    The case study explored how the school’s provision of learning mentorship
    evolved over one academic year, from the introduction of a team approach based on
    the ideals of a nurture group, through an interim review and onto a final evaluation of
    practice and effectiveness. The case study was carried out with respect to the feminist
    approach to research, resulting in the collection and consideration of a wide range of
    data, including contextual data, to tell the story of the setting; indeed this notion of
    telling the story led to the research being reported as a narrative. Due regard was
    given to the researcher also being the acting headteacher of the school; the report
    acknowledges how the potential impact of this familiarity was addressed within the
    research.
    Due to the changing nature of the school as a society, the socialisation of
    children became the focus for the development of effective learning mentorship.
    Through this, conclusions were drawn that considered how staff, particularly senior
    iii
    staff, influenced the school society and how children may need the specialist support
    of trained learning mentors to adapt to the new society. The delivery of this specialist
    support was then outlined, with suggestions made for how the results of this case
    study could be used within other primary schools.
    A final consideration was given to the timing of learning mentorship for the
    individual child and the process needed to withdraw this specialist support from the
    child.

    Item Type: Thesis (Doctoral)
    Subjects: L Education > LB Theory and practice of education
    L Education > L Education (General)
    Schools: School of Education and Professional Development
    Related URLs:
    Depositing User: Sara Taylor
    Date Deposited: 18 Dec 2008 15:29
    Last Modified: 28 Jul 2010 19:29
    URI: http://eprints.hud.ac.uk/id/eprint/2977

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