How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills?
Abstract The rationale behind this dissertation is to develop a strategy that gives all students the chance to work collaboratively using higher-order skills. It aims to combine the learning theories of Vygotsky, Piaget and Bourdieu to understand the impacts of social culture on a student’...
| Main Author: | |
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| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2014
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| Online Access: | https://eprints.nottingham.ac.uk/28230/ |
| _version_ | 1848793530364854272 |
|---|---|
| author | Gregory, Thomas |
| author_facet | Gregory, Thomas |
| author_sort | Gregory, Thomas |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Abstract
The rationale behind this dissertation is to develop a strategy that gives all students
the chance to work collaboratively using higher-order skills. It aims to combine the
learning theories of Vygotsky, Piaget and Bourdieu to understand the impacts of social
culture on a student’s tools for learning. The literature is used to discuss the theory in
the field of social justice and the implications that a disadvantaged background may
have on an individual’s ability to communicate with their peers.
Through the process of action research it is discovered that by structuring the
students discourse and compelling them to repeat the process multiple times a
student can start to gain some analytical skills. The process looks at the teacher being
a motivator rather than an instructor with the aim of helping the students develop
some independence. These marginal gains are personal first steps in helping to close
the achievement gap for these disadvantaged students. |
| first_indexed | 2025-11-14T19:01:46Z |
| format | Dissertation (University of Nottingham only) |
| id | nottingham-28230 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:01:46Z |
| publishDate | 2014 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-282302017-10-16T02:07:01Z https://eprints.nottingham.ac.uk/28230/ How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? Gregory, Thomas Abstract The rationale behind this dissertation is to develop a strategy that gives all students the chance to work collaboratively using higher-order skills. It aims to combine the learning theories of Vygotsky, Piaget and Bourdieu to understand the impacts of social culture on a student’s tools for learning. The literature is used to discuss the theory in the field of social justice and the implications that a disadvantaged background may have on an individual’s ability to communicate with their peers. Through the process of action research it is discovered that by structuring the students discourse and compelling them to repeat the process multiple times a student can start to gain some analytical skills. The process looks at the teacher being a motivator rather than an instructor with the aim of helping the students develop some independence. These marginal gains are personal first steps in helping to close the achievement gap for these disadvantaged students. 2014-09 Dissertation (University of Nottingham only) NonPeerReviewed application/pdf en https://eprints.nottingham.ac.uk/28230/1/Gregory_Thomas_Dissertation_Gates.pdf Gregory, Thomas (2014) How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? [Dissertation (University of Nottingham only)] |
| spellingShingle | Gregory, Thomas How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? |
| title | How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? |
| title_full | How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? |
| title_fullStr | How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? |
| title_full_unstemmed | How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? |
| title_short | How do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? |
| title_sort | how do disadvantaged students interact with their peers when taking part in collaborative tasks and what can be done to help them develop their communication skills? |
| url | https://eprints.nottingham.ac.uk/28230/ |