Understanding and enriching young people's learning: issues, complexities and challenges®

Abstract

Within the context of national debate about the motivation of young people in Year 8 and the effects of the key stage three strategy, this article examines young people's views of learning and their understanding of what helps them learn. The research method draws on the concept of Appreciative Inquiry to examine young people's experiences. The findings, based on interviews with 58 young people in four schools, indicate a range of views. Three models of learning emerge and are used to examine young people's views of learning and what supports their learning. Young people provide examples of effective learning including activity in learning, learner responsibility and collaboration. Young people express a wish that their classroom experiences would include more of these elements. In all four schools, however, there does not seem to be any time for talk about learning. Implications for schools are discussed: first, in providing more effective learning experiences for young people; second, in the value of talking with young people about their learning.

Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’

“…In line with our aims, the methodology followed the principles of ‘Appreciative Inquiry’ (AI) (as discussed by Carnell, ), aimed at gaining understanding of the contextual conditions of practice (in this case, research conducted with teachers and by teachers). The roots of AI are found in organizational change processes: ‘appreciate the best of what is; envision what might be; engage in dialogue to generate new knowledge; innovate’ (Brighouse & Woods, , p. 146).…”

Learning and caring in the age of the five outcomes

“…The narrative is one of teacher dominance, both in terms of subject knowledge to be imparted and pedagogic skills to be utilized (Flecknoe, 2005). Pupils, it seems, are positioned as passive recipients whose success depends on the quality of teaching (Carnell, 2005). As Forrester (2005) noted: A greater emphasis on testing, assessment and evaluation, which is the result of government intervention to improve standards, moves teaching (and learning) further towards a rigid model of education based on accountability.…”

Considering ‘best practice’: the social construction of teacher activity and pupil learning as performance

“…Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. (Freire, 1998, p. 67) In such ways the teacher, as 'other', becomes most significant in determining the quality and scale of learning (Carnell, 2005) via the use of behavioural categorisations such as 'time on task' and 'whole class teaching'.…”

“…Such perspectives also orient learners as 'passive recipients', dependent on those around them for success and required to prove competence through successful performance (Carnell, 2005). In this vein, teaching seeks to ensure that pupils exhibit behaviours that can be credentialised through anonymous, externally moderated marking procedures.…”