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    Investigating a Relationship of a Perception of Agency in Task Based Discourse and Change in Concepts: A Practitioner Research in Education

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    PhD Thesis (3.443Mb)
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    Publication date
    2015
    Author
    Kidwai, Lubna K.
    Supervisor
    Layer, G.
    Mirza, Nadira
    Sheeran, George
    Jennings, Paul
    Keyword
    Conceptual change; Task based discourse; Perception of agency; Epistemic beliefs; Teacher education
    Rights
    Creative Commons License
    The University of Bradford theses are licenced under a Creative Commons Licence.
    Institution
    University of Bradford
    Department
    Faculty of Social Sciences
    Awarded
    2015
    
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    Abstract
    This research is a practitioner inquiry into change in concepts in contexts of task based discourse in teacher education classrooms. The particular concepts selected for study are epistemic beliefs about knowledge in history. A hypothesis that there is a relationship between a perception of agency in task based discourse and change in concepts is proposed for research on the basis of a review of Kuhn's arguments for paradigm change and those of others on the problems of convergence of meaning between paradigms.1 Four of five quasi experimental studies conducted find tentative support for the alternative hypothesis and demonstrate how the relationship could be tested in the field. Change in epistemic beliefs from pre-test to post-test is significant in both groups, Control and Experimental, and consistently more and better change with moderate effect sizes is seen in the Experimental groups. A matched pedagogical method, experience of a range of suitable examples, Skemp (1971) was provided to both Control and Experimental groups and this is found to be effective in developing beliefs. The experimental construct, a perception of agency in task based discourse was enhanced in Experimental groups alone, which is used to explain the difference in change. A rubric, the Categories of Beliefs about Knowledge in History, CBKH, is developed and employed to examine responses to open ended questions. Likert Scales are also used and conclusions are drawn with a final quantitative analysis of data. Excerpts from a focus group discussion illustrate the process.
    URI
    http://hdl.handle.net/10454/14407
    Type
    Thesis
    Qualification name
    PhD
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