How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills?

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Gregory, Thomas (2014) How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? [Dissertation (University of Nottingham only)]

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Abstract

Abstract

The rationale behind this dissertation is to develop a strategy that gives all students

the chance to work collaboratively using higher-order skills. It aims to combine the

learning theories of Vygotsky, Piaget and Bourdieu to understand the impacts of social

culture on a student’s tools for learning. The literature is used to discuss the theory in

the field of social justice and the implications that a disadvantaged background may

have on an individual’s ability to communicate with their peers.

Through the process of action research it is discovered that by structuring the

students discourse and compelling them to repeat the process multiple times a

student can start to gain some analytical skills. The process looks at the teacher being

a motivator rather than an instructor with the aim of helping the students develop

some independence. These marginal gains are personal first steps in helping to close

the achievement gap for these disadvantaged students.

Item Type: Dissertation (University of Nottingham only)
Depositing User: Gigg, Diane
Date Deposited: 26 Jan 2015 11:49
Last Modified: 16 Oct 2017 02:07
URI: https://eprints.nottingham.ac.uk/id/eprint/28230

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