Research Students' Annual Conference (RSAC) 2010 - School of ...

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Room2 / St. George Room1 / Great Woodhouse School of Education Research Students’ Annual Conference (RSAC) 2010 24 November, University House, University of Leeds Name Email Title 12.40 – 1.05 Parallel sessions 1 Shaista Shirazi edsms@leeds.ac.uk The relationship of student experience of school science to post-16 science take-up Perceptions of school science may be an influential factor in the decision to take up science once it is no longer compulsory. This study aims to investigate which factors in their school experience impact upon a student‘s decision to take science or not post-16. The study looks at the broad pattern of students‘ experience of school science and compares responses of students who have chosen to take science at post-16 with those who have decided not to take science. The exploration of students‘ responses is based on the ‗storyline method‘ in which students draw a storyline to show high and low points in their school experience. Questionnaires will be completed by sixth form students to show their perceptions of school science as they progressed through secondary school. This will be supported by written explanations of high and low points in their storyline graphs. The study is enhanced with narratives from students through in-depth interviews detailing perceptions of school science as well as the influences impacting on whether they choose science or not at post-16. Name Email Title 12.40 – 1.05 Parallel sessions 2 Carrie Birch carriebirchdirect@yahoo.co.uk An investigation of learning culture in socially extended communities The presentation is based on findings from three interlinked studies undertaken for my thesis. I explore the idea of learning cultures in socially excluded communities, differences between cultures of community and state, and their implications for provision. I describe the impact of early experiences on educational achievement, attitudes to learning, and identity in adult life. Concepts relevant to the research are social exclusion, educational identity, social capital, learning, culture and social inequality. I account for my methodology, using life history as a method and highlighting participants‘ narratives. The three studies reported were undertaken in one community. The first study provides evidence of the nature of the community, its culture and social networks as perceived by local residents. The second study focuses on the experiences of adults who had not participated in learning since leaving school. Findings include the impact of early education on participants‘ adult identities and attitudes to learning, high incidence of trauma and low confidence. The third study reports on the life narratives, with findings including changes in attitudes and educational identities of participants in a project which offered opportunities to learn and reflect on their own lives. Contributions to knowledge are also reported. 10
Room 1 / Great Woodhouse Room 1 / Great Woodhouse School of Education Research Students’ Annual Conference (RSAC) 2010 24 November, University House, University of Leeds Name Email Title Gary Thomas 2.00 – 3.00 Plenary: Professor Gary Thomas g.thomas.3@bham.ac.uk Reductionism, holism, context and theory - what is case study? Case study gets a bad press. It is taken to be anecdotal and unstructured. Focused on the individual, there is no possibility of generalisation from it. So what use is it? By looking at the history of holism and reductionism in the history of ideas and the benefits that can come from seeing the whole system working with integrity (if not with purpose or good purpose), I shall argue for the value of case study in understanding what goes on in education. Chairs Topic 3.15 – 4.00 Panel session Mike Hickman, Paul Colewood Consideration of questions raised during the day In each of the presentations, cards and a flipchart are available for the collection of questions from attendees. These are maintained throughout the day and shared with presenters. The questions collected will be displayed and the chairs of the session will choose particular questions to put to the panel of presenters as a whole. The audience is also welcome to contribute. We hope that this will be an informal, interactive conclusion to the day‘s presentations. 11
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