Author
Christopher Hill
Bio: Christopher Hill is an academic researcher. The author has contributed to research in topics: Interpretative phenomenological analysis & Special education. The author has an hindex of 1, co-authored 1 publications receiving 19 citations.
Papers
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16 Mar 2020
TL;DR: In this paper, the authors explored the perspectives of a small group of secondary-school pupils with the label Behavioural, Emotional and Social Difficulties (BESD) and receiving education in a small special school.
Abstract: The voice of pupils with the label Behavioural, Emotional and Social
Difficulties (BESD), especially those within secondary special school
educational settings, is largely unheard. By using data collection methods
which placed pupils at its heart, this research explores the perspectives
towards Physical Education (PE) of a small group of secondary-school pupils
all labelled BESD and receiving education in a small special school. This
two-part study is qualitative in nature and has a social constructionist
phenomenological design. The exploration of data collected from photo
elicitation, focus group meetings and individual interviews identified issues
within PE lessons that pupils found meaningful. In the second part of the
research, pupils took on the role of pupil investigators and explored the
perceptions and experiences of their BESD-labelled peers through video
interviews. This data, along with reflective field notes and informal
conversation with pupils, was then analysed using Interpretative
Phenomenological Analysis (IPA) and NVivo 11. Two main themes were
identified: the importance of the role played by pupils’ relationships with
teachers, friends and peers, and the valuable insights accessed when pupils
are given a voice. Findings include the dominant and decisive role of the PE
teacher, how pupils’ behaviour and attitudes within PE lessons is affected
by their desire to maintain respect among their friends/peers, and the
negative effects of pupils’ disempowerment within PE including lack of
consultation and choice regarding the curriculum and PE kit. The research
concludes, whilst acknowledging the inevitable constraints on the
curriculum offer of any small school, that within this offer pupils are further
disenfranchised. They are not encouraged within the medium of PE lessons
to develop inter-personal skills nor to gain understandings of their own or
other pupils’ behaviour. Pupils’ lack of voice robs the school of feedback
and opportunities to develop a more inclusive approach to education and
fosters pupil disengagement.
19 citations
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697 citations
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TL;DR: The ethics of research with children and young people: a practical handbook, by Priscilla Alderson and Virginia Morrow, London, Sage, 2011, 176 pp., £24.99 (paperback), ISBN 10: 0-8570-2137-0 In th...
Abstract: The ethics of research with children and young people: a practical handbook, by Priscilla Alderson and Virginia Morrow, London, Sage, 2011, 176 pp., £24.99 (paperback), ISBN 10: 0-8570-2137-0 In th...
181 citations