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dc.contributor.advisorLayer, G.
dc.contributor.advisorMirza, Nadira
dc.contributor.advisorSheeran, George
dc.contributor.advisorJennings, Paul
dc.contributor.authorKidwai, Lubna K.*
dc.date.accessioned2018-01-08T16:30:25Z
dc.date.available2018-01-08T16:30:25Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/10454/14407
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.rights<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>.eng
dc.subjectConceptual change; Task based discourse; Perception of agency; Epistemic beliefs; Teacher educationen_US
dc.titleInvestigating a Relationship of a Perception of Agency in Task Based Discourse and Change in Concepts: A Practitioner Research in Educationen_US
dc.type.qualificationleveldoctoralen_US
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentFaculty of Social Sciencesen_US
dc.typeThesiseng
dc.type.qualificationnamePhDen_US
dc.date.awarded2015
refterms.dateFOA2018-07-28T02:12:06Z


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