Abstract
This chapter outlines ways in which key features of Nuthall’s methodology might be used and/or adapted to look beyond specific knowledge or concept learning—examining how classroom experiences contribute to children’s broader understandings and perceptions of what “counts” in classrooms. First, I briefly introduce my research study (Clarke, 2007), before describing the multiple ways in which key features of the methodology both highlight and validate the place of children’s voices and their lived experiences in educational research. I then outline the adaptations to or departures from Nuthall’s methodology that proved necessary to explore my topic (what “counts” as reading), and finally comment on the benefits and challenges of multiple method data collection. While my findings are not the focus of this chapter, examples and anecdotes are used to illustrate points.
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Clarke, M. (2012). Sink Or Swim. In: Kaur, B. (eds) Understanding Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-864-3_12
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DOI: https://doi.org/10.1007/978-94-6091-864-3_12
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