東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

The Three Muscateers: An Exploration of How the Convergence of Three Elements: Critical Pedagogy, Living Theory and Participatory Action Research Spark Students' Epistemological Curiosity to Support Their Primary-Secondary Mathematics Transitions in Muscat, Oman.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Three Muscateers: An Exploration of How the Convergence of Three Elements: Critical Pedagogy, Living Theory and Participatory Action Research Spark Students' Epistemological Curiosity to Support Their Primary-Secondary Mathematics Transitions in Muscat, Oman./
Author:	Matiti, Joanna Elisabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	254 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29102536
ISBN:	9798426889156

The Three Muscateers: An Exploration of How the Convergence of Three Elements: Critical Pedagogy, Living Theory and Participatory Action Research Spark Students' Epistemological Curiosity to Support Their Primary-Secondary Mathematics Transitions in Muscat, Oman.
Matiti, Joanna Elisabeth.

The Three Muscateers: An Exploration of How the Convergence of Three Elements: Critical Pedagogy, Living Theory and Participatory Action Research Spark Students' Epistemological Curiosity to Support Their Primary-Secondary Mathematics Transitions in Muscat, Oman. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 254 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ph.D.)--Lancaster University (United Kingdom), 2022.

This item must not be sold to any third party vendors.

The convergence of three elements rooted in critical theory: critical pedagogy, living theory and participatory action research (PAR) is explored in the context of a British curriculum school in Muscat, Oman. This exploration centres on the social justice impact on students' primary-secondary mathematics transitions.This transition is established as being challenging for many students and negatively impacts on their future lives. The literature review sets out a theoretical framework of critical pedagogy through which existing transition research and practise are examined. This evidences the significant social injustice in the pedagogy at the heart of existing transitions. The lens of critical pedagogy grounded in ontological values of critical hope, love and respect, highlights that an alternative approach is needed which empowers students to develop their epistemological curiosity in their mathematics transitions.The methodology of living theory is explored in depth to establish a theoretical foundation for this participatory action research study. Year 6 students (aged 10-11 years) actively engaged in research to interrogate their upcoming mathematics transitions from primary to secondary school and were empowered to seek the support they needed. Two iterations of PAR were conducted over two years with a total of 192 students.The thesis pauses for a brief reverie to discuss, with critical hope, the possibilities this participatory action research has to create wider social change. The theories of critical pedagogy and living theory are then combined to analyse the findings. The discussion focuses on the impact this convergence of critical pedagogy, living theory methodology and PAR has on the student participants. The social justice potential of intertwining these three elements in Muscat inspires the term The Three Muscateers in honour of the social justice potential observed in this study.The thesis contributes to the field of transition literature, answering a call for further transition research which explores methodologies to elevate students' voices. The PAR has resulted in pedagogical change to transition policy and is an example for teachers and researchers seeking to explore how students can create more epistemologically empowered and successful primary-secondary mathematics transitions through PAR framed by critical pedagogy and living theory.

ISBN: 9798426889156Subjects--Topical Terms:

517098
Teaching.

The Three Muscateers: An Exploration of How the Convergence of Three Elements: Critical Pedagogy, Living Theory and Participatory Action Research Spark Students' Epistemological Curiosity to Support Their Primary-Secondary Mathematics Transitions in Muscat, Oman.
LDR:03597nmm a2200313 4500 001 2351578
005 20221107090130.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798426889156
035 $a (MiAaPQ)AAI29102536
035 $a (MiAaPQ)Lancaster_166663
035 $a AAI29102536
040 $a MiAaPQ $c MiAaPQ
100 1 $a Matiti, Joanna Elisabeth. $3 3691152
245 1 4 $a The Three Muscateers: An Exploration of How the Convergence of Three Elements: Critical Pedagogy, Living Theory and Participatory Action Research Spark Students' Epistemological Curiosity to Support Their Primary-Secondary Mathematics Transitions in Muscat, Oman.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 254 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
502 $a Thesis (Ph.D.)--Lancaster University (United Kingdom), 2022.
506 $a This item must not be sold to any third party vendors.
520 $a The convergence of three elements rooted in critical theory: critical pedagogy, living theory and participatory action research (PAR) is explored in the context of a British curriculum school in Muscat, Oman. This exploration centres on the social justice impact on students' primary-secondary mathematics transitions.This transition is established as being challenging for many students and negatively impacts on their future lives. The literature review sets out a theoretical framework of critical pedagogy through which existing transition research and practise are examined. This evidences the significant social injustice in the pedagogy at the heart of existing transitions. The lens of critical pedagogy grounded in ontological values of critical hope, love and respect, highlights that an alternative approach is needed which empowers students to develop their epistemological curiosity in their mathematics transitions.The methodology of living theory is explored in depth to establish a theoretical foundation for this participatory action research study. Year 6 students (aged 10-11 years) actively engaged in research to interrogate their upcoming mathematics transitions from primary to secondary school and were empowered to seek the support they needed. Two iterations of PAR were conducted over two years with a total of 192 students.The thesis pauses for a brief reverie to discuss, with critical hope, the possibilities this participatory action research has to create wider social change. The theories of critical pedagogy and living theory are then combined to analyse the findings. The discussion focuses on the impact this convergence of critical pedagogy, living theory methodology and PAR has on the student participants. The social justice potential of intertwining these three elements in Muscat inspires the term The Three Muscateers in honour of the social justice potential observed in this study.The thesis contributes to the field of transition literature, answering a call for further transition research which explores methodologies to elevate students' voices. The PAR has resulted in pedagogical change to transition policy and is an example for teachers and researchers seeking to explore how students can create more epistemologically empowered and successful primary-secondary mathematics transitions through PAR framed by critical pedagogy and living theory.
590 $a School code: 0416.
650 4 $a Teaching. $3 517098
650 4 $a Children & youth. $3 3541389
650 4 $a Curricula. $3 3422445
650 4 $a Attitudes. $3 1973410
650 4 $a Empowerment. $2 lcstt $3 3266631
650 4 $a Education. $3 516579
650 4 $a Individual & family studies. $3 2122770
650 4 $a Pedagogy. $3 2122828
690 $a 0515
690 $a 0628
690 $a 0456
710 2 $a Lancaster University (United Kingdom). $3 1294170
773 0 $t Dissertations Abstracts International $g 83-11A.
790 $a 0416
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29102536