White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

Exploring teachers' perspectives of the accelerated learning model.

Jones, Helen Sue (2006) Exploring teachers' perspectives of the accelerated learning model. EdD thesis, University of Sheffield.

[img] Text (421082.pdf)

Download (7Mb)


Inclusive education is, nationally and internationally, a current political trend. Inclusion involves more than education itself but one major driving force for change is the schooling system we develop for our children. One approach to including all children is to focus on and develop teaching and learning methods. This is based on the argument that if children have their learning needs met and see a purpose to their own education, they will develop into independent learners. This will reduce the likelihood of them becoming disaffected within their schooling environment. Cognitive psychologists and educational researchers have aimed to develop theoretical models to explain learning and help teachers undertake their role most effectively. One such theoretical model is the Accelerated Learning model. It combines an awareness of the individual's well-being and their environment with the theory of multiple intelligences and structured teaching and learning styles in an attempt to provide optimum conditions. This thesis considers teachers' perspectives of the Accelerated Learning model and explores the idea that to be successful these two issues are intrinsically interdependent. The data was collected and analysed using a narrative enquiry approach, based on Hollway and lefferson's (2000) work. The resulting joint story demonstrates an impressive commitment and enthusiasm within the teachers' perspectives and I suggest a value for the Accelerated Learning model as a credible teaching model. The importance of adopting it in its entirety is stressed by the teachers and a true sense of 'the sum of its parts being greater than the whole' emerged. The idea that this work is continuing to evolve is discussed within the thesis.

Item Type: Thesis (EdD)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Identification Number/EthosID: uk.bl.ethos.421082
Depositing User: EThOS Import Sheffield
Date Deposited: 18 Nov 2016 16:30
Last Modified: 18 Nov 2016 16:30
URI: http://etheses.whiterose.ac.uk/id/eprint/14636

You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)