"It is my education and I deserve to be involved"

Lynne Grant-McMahon

Research output: Contribution to conferencePaper

Abstract

This paper focuses on the rights of children to be involved in discussions about their education
and educational transitions. This research involved 169 pupils over a two year period, whilst
they were in primary and secondary education. The research aims were to:
a) examine how pupils were involved in transition,
a
b) gain an insight into pupils views and opinions about transition
b
c) develop a means of effectively involving pupils in transition.
Method:
The pupils were issued with questionnaires during the research period. The questionnaires
were designed to gain an understanding of pupil involvement in their learning and their
feelings towards this involvement.
Interviews took place with the primary and secondary class teachers. These were designed to
gain insight and understanding of the participants’ perceptions of involving pupils in the
transition process.
Focus groups were constructed of teachers, management teams and quality improvement
officers.
Conclusions:
Analysis of pupil based data indicated that the majority of the pupils (81%) wanted to be
involved in the learning and felt it was their right to do so.
Comments included:
"I like being asked my opinion on my learning, it gives me the chance to talk about my
education with someone listening to me."
"I like to be asked about my learning because it is my learning and I deserve to be asked and
involved".
Children are involved in the physical transfer between educational sectors and should be
involved in the cognitive aspects of this process.
Original languageEnglish
Publication statusPublished - 2009
EventScottish Education Research Association (SERA) Annual Conference 2009 - , United Kingdom
Duration: 26 Nov 200927 Nov 2009

Conference

ConferenceScottish Education Research Association (SERA) Annual Conference 2009
CountryUnited Kingdom
Period26/11/0927/11/09

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Cite this

Grant-McMahon, L. (2009). "It is my education and I deserve to be involved". Paper presented at Scottish Education Research Association (SERA) Annual Conference 2009, United Kingdom.