Towards openness: A reflection on functional behaviour assessment in schools
Drawing on the work of Hans-Georg Gadamer, this study calls into question aspects of functional behaviour assessment’s inheritance from behavioural science. The nature of the inquiry is narrative, autobiographical, reflective, hermeneutical and phenomenological. It asks the question: In what ways mi...
| Main Author: | |
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| Format: | Thesis |
| Language: | English |
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Curtin University
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/368 |
| _version_ | 1848743358524030976 |
|---|---|
| author | Vanderaa, Sonja |
| author_facet | Vanderaa, Sonja |
| author_sort | Vanderaa, Sonja |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Drawing on the work of Hans-Georg Gadamer, this study calls into question aspects of functional behaviour assessment’s inheritance from behavioural science. The nature of the inquiry is narrative, autobiographical, reflective, hermeneutical and phenomenological. It asks the question: In what ways might openness to the self, to the other and to the situation, contribute to a more pedagogically sensitive practice of functional assessment in schools? It conceives of openness as an act of resistance. |
| first_indexed | 2025-11-14T05:44:18Z |
| format | Thesis |
| id | curtin-20.500.11937-368 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:44:18Z |
| publishDate | 2016 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-3682021-07-02T00:57:09Z Towards openness: A reflection on functional behaviour assessment in schools Vanderaa, Sonja Drawing on the work of Hans-Georg Gadamer, this study calls into question aspects of functional behaviour assessment’s inheritance from behavioural science. The nature of the inquiry is narrative, autobiographical, reflective, hermeneutical and phenomenological. It asks the question: In what ways might openness to the self, to the other and to the situation, contribute to a more pedagogically sensitive practice of functional assessment in schools? It conceives of openness as an act of resistance. 2016 Thesis http://hdl.handle.net/20.500.11937/368 en Curtin University fulltext |
| spellingShingle | Vanderaa, Sonja Towards openness: A reflection on functional behaviour assessment in schools |
| title | Towards openness: A reflection on functional behaviour assessment in schools |
| title_full | Towards openness: A reflection on functional behaviour assessment in schools |
| title_fullStr | Towards openness: A reflection on functional behaviour assessment in schools |
| title_full_unstemmed | Towards openness: A reflection on functional behaviour assessment in schools |
| title_short | Towards openness: A reflection on functional behaviour assessment in schools |
| title_sort | towards openness: a reflection on functional behaviour assessment in schools |
| url | http://hdl.handle.net/20.500.11937/368 |