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Thesis

An exploration of student and teacher interpretations of individualised support within post-16 learning environments

Abstract:

This project viewed the social world as a linguistic construction. The National Curriculum and Standardised Assessment Tests, were seen to represent a subjective medicalised discourse, which may contribute to educational inequality. Individual student identities were conceived as fluid and unique. Students understood to have a variety of strengths, challenges and needs, each requiring individualised provision. This project sought to construct and review an intervention, designed to support...

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Division:
SSD
Department:
Education
Role:
Author
Type of award:
MSc taught course
Level of award:
Masters
Awarding institution:
University of Oxford
Language:
English
Keywords:
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Deposit date:
2021-04-23

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