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How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions? / Carolyn Marian Morris

Swansea University Author: Carolyn Marian Morris

Abstract

"How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions? Classroom relationships create the socio-cultural context that influences children's learning dispositions. Children contribute to the plurality and richness of discour...

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Published: 2007
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
URI: https://cronfa.swan.ac.uk/Record/cronfa42777
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first_indexed 2018-08-02T18:55:31Z
last_indexed 2018-09-02T04:45:36Z
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spelling 2018-08-31T16:56:12.4404969 v2 42777 2018-08-02 How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions? 965bd190890d8187ba4768efd8e8fa8e NULL Carolyn Marian Morris Carolyn Marian Morris true true 2018-08-02 "How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions? Classroom relationships create the socio-cultural context that influences children's learning dispositions. Children contribute to the plurality and richness of discourses in this context, but the class-teachers take the lead roles in selecting and guiding the discourses of interactions and relationships they share with children. The framing of the curriculum to provide sensitive classroom discourses of inclusion encourage children's involvement and support their 'social identities'. Through "active" participation, the 'habits of mind'(Katz and Raths, 1985) and the 'participation repertoires' (Carr, 2001) of the socio-cultural context strengthen children's 'learner identities' to influence their learning dispositions. Children's discourses reveal an awareness of their teacher's sensitivity, responsiveness to their needs and the stimulation of their learning. Their relationships with peers, contribute to their sense of belonging, well-being, involvement and participation. Teachers' perspectives and pedagogic practice reveal contradictory notions of children as "active" or "passive" learners. The discourses of the National Curriculum and directives contribute to these contradictions and are interpreted by these teachers as constraints to practice. Classroom discourses that offer autonomy to children are most prevalent in small group situations where they can be "active" learners who take responsibility for their learning. Welsh cultural discourses related to National Identity and language in the Welsh medium school provide stabilizing influences in children's education at a time of change, when "commodification" discourses have entered the classroom arena. The discourses of "commodification" are more apparent in the newly established English medium school, but its provision of innovative educational experiences ensure children's involvement and participation. The study was based on exploratory, qualitative, interactionist research in two case-study primary classrooms in Wales, one English medium, and the other a Welsh medium school. The methods were in-depth interviews with head-teachers and class- teachers, classroom observations during lessons, writing activities and focus group discussions with children." E-Thesis Educational sociology.;Educational psychology. 31 12 2007 2007-12-31 COLLEGE NANME Public Health and Policy Studies COLLEGE CODE Swansea University Doctoral Ph.D 2018-08-31T16:56:12.4404969 2018-08-02T16:24:30.4609976 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Public Health Carolyn Marian Morris NULL 1 0042777-31082018165444.pdf 10807546_R.pdf 2018-08-31T16:54:44.3630000 Output 10330542 application/pdf E-Thesis – open access true 2018-08-31T00:00:00.0000000 false
title How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions?
spellingShingle How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions?
Carolyn Marian Morris
title_short How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions?
title_full How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions?
title_fullStr How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions?
title_full_unstemmed How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions?
title_sort How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions?
author_id_str_mv 965bd190890d8187ba4768efd8e8fa8e
author_id_fullname_str_mv 965bd190890d8187ba4768efd8e8fa8e_***_Carolyn Marian Morris
author Carolyn Marian Morris
author2 Carolyn Marian Morris
format E-Thesis
publishDate 2007
institution Swansea University
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Public Health{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Public Health
document_store_str 1
active_str 0
description "How do the relationships in the socio-cultural context of the classroom influence children's learning dispositions? Classroom relationships create the socio-cultural context that influences children's learning dispositions. Children contribute to the plurality and richness of discourses in this context, but the class-teachers take the lead roles in selecting and guiding the discourses of interactions and relationships they share with children. The framing of the curriculum to provide sensitive classroom discourses of inclusion encourage children's involvement and support their 'social identities'. Through "active" participation, the 'habits of mind'(Katz and Raths, 1985) and the 'participation repertoires' (Carr, 2001) of the socio-cultural context strengthen children's 'learner identities' to influence their learning dispositions. Children's discourses reveal an awareness of their teacher's sensitivity, responsiveness to their needs and the stimulation of their learning. Their relationships with peers, contribute to their sense of belonging, well-being, involvement and participation. Teachers' perspectives and pedagogic practice reveal contradictory notions of children as "active" or "passive" learners. The discourses of the National Curriculum and directives contribute to these contradictions and are interpreted by these teachers as constraints to practice. Classroom discourses that offer autonomy to children are most prevalent in small group situations where they can be "active" learners who take responsibility for their learning. Welsh cultural discourses related to National Identity and language in the Welsh medium school provide stabilizing influences in children's education at a time of change, when "commodification" discourses have entered the classroom arena. The discourses of "commodification" are more apparent in the newly established English medium school, but its provision of innovative educational experiences ensure children's involvement and participation. The study was based on exploratory, qualitative, interactionist research in two case-study primary classrooms in Wales, one English medium, and the other a Welsh medium school. The methods were in-depth interviews with head-teachers and class- teachers, classroom observations during lessons, writing activities and focus group discussions with children."
published_date 2007-12-31T03:53:38Z
_version_ 1763752666011271168
score 11.01628

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