• Login
    Search 
    •   Home
    • E Theses
    • Search
    •   Home
    • E Theses
    • Search
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UDORACommunitiesTitleAuthorsIssue DateSubmit DateSubjectsThis CommunityTitleAuthorsIssue DateSubmit DateSubjects

    My Account

    LoginRegister

    Filter by Category

    SubjectsKey stage two (1)Primary school education (1)Self-esteem (1)Therapeutic intervention (1)View MoreAuthors
    0000-0001-7028-7340 (1)
    Year (Issue Date)2018-01-15 (1)TypesThesis (1)

    About

    AboutResearcher Submission of Outputs to REF2021University NewsTools for ResearchersLibraryUDoTake down policy

    Statistics

    Display statistics
     

    Search

    Show Advanced FiltersHide Advanced Filters

    Filters

    Now showing items 1-1 of 1

    • List view
    • Grid view
    • Sort Options:
    • Relevance
    • Title Asc
    • Title Desc
    • Issue Date Asc
    • Issue Date Desc
    • Results Per Page:
    • 5
    • 10
    • 20
    • 40
    • 60
    • 80
    • 100

    • 1CSV
    • 1RefMan
    • 1EndNote
    • 1BibTex
    • Selective Export
    • Select All
    • Help
    Thumbnail

    A therapeutic intervention in a primary school.

    Greenhough, Lynne C. (University of Derby, 2018-01-15)
    As a consequence of interrogating pupil progress data, the primary school in this study identified apparent inequalities in the rates of progress in Reading and Mathematics made by male and female pupils in Key Stage Two cohorts. To address this school improvement issue, the Key Stage Two pupils and the staff who worked with them, were surveyed in order to establish a starting point for action. The surveys indicated that low-achieving female pupils in the school perceived themselves, and were perceived by staff as having low levels of self-esteem and confidence, which were impacting upon their ability to access the learning and impeding their educational progress. A search of the literature on barriers to learning and the range of approaches and initiatives which have been employed to address these, alongside a consultation process with female pupils though a focus group, resulted in identification of the need for the provision of an intervention which would address the issue. Outcomes from an internally–provided school intervention pilot programme resulted in the adoption of a participatory action-research model which allowed the pupils to contribute to the design, implementation and evaluation of a single-sex therapeutic intervention, facilitated by a drama practitioner. Through the use of drama and mask techniques the practitioner provided a safe, non-judgemental environment which enabled participants to feel accepted, to express their feelings, to lead activities, to take risks and to develop a wider friendship circle. The intervention was widely commended, with staff and parents/carers reporting a perceived increase in levels of confidence, expanded friendship circles and stronger peer relationships and improved active engagement in learning in the mixed-gender classroom environment. Qualitative data, in the form of individual video evaluations of the intervention indicated the learning which had resulted from participation, most strongly evidenced by the positive comments elicited from the participants both in terms of the techniques employed in the intervention and the outcomes achieved: “…At first you’re the one underneath the mask… Then the mask becomes you… The masks helped me feel more confident …When we did the mask it was like a confidence builder – made you speak your mind and gave you the words to express your feelings better – like if your excited or happy you had the words to say that…this project helped all our group…’cos we’ve learned to be more confident in ourselves and I just feel a lot better…”
    DSpace software (copyright © 2002 - 2019)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.