Ask the Children

Beresford, John

doi:10.1111/1467-9345.00038

Cited by 3 publications

(3 citation statements)

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“…For children with learning difficulties it is argued they are particularly enabling because they offer validation through peer support (Cambridge and McCarthy, 2001). Others argue that focus groups may be more prone to social desirability effects because children are pressured into expressing ideas in front of peers, that a false consensus can be reached due to the dominance of a few, and that there is often a restriction of subject matter due to issues of confidentiality (Beresford, 1997; Wood, Giles and Percy, 2009).…”

Section: Resultsmentioning

confidence: 99%

A critical review of methods for eliciting voice from children with speech, language and communication needs

Bloom

Critten

Johnson

et al. 2020

Research in Spec Educ Needs

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In this paper we discuss the need to find suitable methods for eliciting the voices of children with communication, speech and language needs in order to gain insights into their experiences of school, especially in the context of renewed legal requirements to involve children in decisions about their education. A critical review of existing methods for eliciting and facilitating communication from children with communication needs is presented, and an analysis of those approaches is offered. From this analysis we propose a framework for the characteristics needed in any new tool developed for this purpose. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Section: Resultsmentioning

confidence: 99%

A critical review of methods for eliciting voice from children with speech, language and communication needs

Bloom

Critten

Johnson

et al. 2020

Research in Spec Educ Needs

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“…In liaison with the SENCo, it was agreed that it would be valuable to gain some insights into the pupils' views of reading; the progress they were making; and the factors to which they attributed their success. The time an outsider could devote to the interviews was greater than the school could commit and as Beresford (1997) notes:…”

Section: Table 1: Test Resultsmentioning

confidence: 99%

‘I'd Like to Read Fluorescently’— Year 7 Pupils' Developing Views of Reading and Their Progress

Pearson¹

2003

British J Special Edu

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Previous research has suggested that children making transitions from one setting into another have to adjust to new sets of expectations and different cultural contexts for teaching and learning. In particular, they have to redefine for themselves ‘what counts as literacy’. In this article, Sue Pearson, a past President of NASEN, an experienced teacher and currently a lecturer at Leeds University, reports on her investigations into whether similar adjustments may be required of some pupils as they start secondary school. The recommendations at the end of this article are based on interviews with 24 11 to 12 year‐olds and are of direct relevance to practitioners in primary and secondary schools and to parents and family members. Sue Pearson uses pupils' perceptions to raise important issues about the nature of the support that pupils experiencing difficulties in literacy require as they make the transfer from Year 6 to Year 7.

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“…There is a growing and significant body of work on pupils. Researchers have examined pupils perceptions of their experience as learners in school (Rudduck et al, 1996;Rudduck et al, 1997;Beresford, 1997) to explore &dquo;the agenda for school improvement that emerges from students...and the impact of taking such an agenda seriously on students' engagement with school and with learning&dquo; (Rudduck to Stoll and Riley). A two year study by Homerton College, Cambridge and Keele University, Improving Learning: The Pupil Perspective, is currently exploring three issues in primary and secondary schools.…”

Section: Pupilsmentioning

confidence: 99%