Stephanie Burke | Canterbury Christ Church University (original) (raw)
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Papers by Stephanie Burke
Unpublished Doctoral thesis, 2019
This research gathered student perceptions of the aims of their senior school education in an ind... more This research gathered student perceptions of the aims of their senior school education in an independent school. The data was collected using Q-methodology. Participants completed the same Q-sort twice. The Q-sorts were factor analysed resulting in three factors for Q-sort 1 expressing students’ own perceptions; these were titled: Future personal success, Enjoyment and care, and Empowerment. Four factors were retained from Q-sort 2, where students completed the same Q-sort from a hypothetical teacher’s point of view; these were titled: Social cohesion and enjoyment, Academic importance, Fulfilling potential, and Personal development and wider societal benefits.
Literature around the aims of education, the statements for the Q-set and the resulting factors were analysed using Schwartz’s model of basic human values and pan-cultural baseline of value priorities as an analytical lens. This showed that although the aims of education align with Schwartz's findings of societal values, the participants in this study expressed differing value priorities to those in Schwartz’s pan-cultural baseline. Through this lens, it was found that student perceptions of the aims of their education in this independent school focus mainly on the value of self-determination, in line with Schwartz’s findings in societies. Differing from Schwartz’s findings in societies, however, is the high prevalence of self-enhancement and hedonism values in the students’ perceptions of the aims of their education. Also differing majorly from Schwartz’s findings is the low prevalence of benevolence and universalism in the students’ perceptions of the aims of their education. The study concludes that further research into the values of independently educated students would provide further valuable insights, and that schools should consider carefully the values that may be enhanced or demoted through certain educational activities.
Unpublished MA dissertation, 2012
The use of pupil voice is widely accepted in schools due to its many benefits. In this research p... more The use of pupil voice is widely accepted in schools due to its many benefits. In this research project I evaluate the use of a Student Career Team (SCT) in a secondary school which takes this concept further by delegating responsibilities to students. The team was created to improve the provision of career education through the creation and implementation of new initiatives. This project evaluates the effectiveness of the SCT in improving career education by asking the following key questions: What are the benefits of the SCT? What improvements are needed regarding the SCT? How could student teams be used in other areas of school life? In answering these questions, possible leadership and management implications are drawn. A literature review is included which examines theory around the use of pupil voice and teams. The key questions are researched by using questionnaires with members of the SCT and a sample of year 10 students, by interviewing the Head of Senior School and by including my own position in the analysis as Head of Careers and Work-related Learning. Data from the questionnaires is analysed and presented using statistical methods and themes are drawn from the results of the interview. The findings presented describe the benefits of the SCT in terms of improved efficiency, creativity, connectivity between staff and pupils and the enhancements of team-working skills. The areas of improvement that are required are clarity of vision, efficient team management and increased publicity of the team. Suggestions are put forward from the research for the use of student teams in pastoral, academic and extra-curricular contexts in schools. In concluding, potential leadership and management implications of the use of student teams are discussed, including how students are chosen to be part of the team. Some suggestions are made for further study around the subject.
Unpublished Doctoral thesis, 2019
This research gathered student perceptions of the aims of their senior school education in an ind... more This research gathered student perceptions of the aims of their senior school education in an independent school. The data was collected using Q-methodology. Participants completed the same Q-sort twice. The Q-sorts were factor analysed resulting in three factors for Q-sort 1 expressing students’ own perceptions; these were titled: Future personal success, Enjoyment and care, and Empowerment. Four factors were retained from Q-sort 2, where students completed the same Q-sort from a hypothetical teacher’s point of view; these were titled: Social cohesion and enjoyment, Academic importance, Fulfilling potential, and Personal development and wider societal benefits.
Literature around the aims of education, the statements for the Q-set and the resulting factors were analysed using Schwartz’s model of basic human values and pan-cultural baseline of value priorities as an analytical lens. This showed that although the aims of education align with Schwartz's findings of societal values, the participants in this study expressed differing value priorities to those in Schwartz’s pan-cultural baseline. Through this lens, it was found that student perceptions of the aims of their education in this independent school focus mainly on the value of self-determination, in line with Schwartz’s findings in societies. Differing from Schwartz’s findings in societies, however, is the high prevalence of self-enhancement and hedonism values in the students’ perceptions of the aims of their education. Also differing majorly from Schwartz’s findings is the low prevalence of benevolence and universalism in the students’ perceptions of the aims of their education. The study concludes that further research into the values of independently educated students would provide further valuable insights, and that schools should consider carefully the values that may be enhanced or demoted through certain educational activities.
Unpublished MA dissertation, 2012
The use of pupil voice is widely accepted in schools due to its many benefits. In this research p... more The use of pupil voice is widely accepted in schools due to its many benefits. In this research project I evaluate the use of a Student Career Team (SCT) in a secondary school which takes this concept further by delegating responsibilities to students. The team was created to improve the provision of career education through the creation and implementation of new initiatives. This project evaluates the effectiveness of the SCT in improving career education by asking the following key questions: What are the benefits of the SCT? What improvements are needed regarding the SCT? How could student teams be used in other areas of school life? In answering these questions, possible leadership and management implications are drawn. A literature review is included which examines theory around the use of pupil voice and teams. The key questions are researched by using questionnaires with members of the SCT and a sample of year 10 students, by interviewing the Head of Senior School and by including my own position in the analysis as Head of Careers and Work-related Learning. Data from the questionnaires is analysed and presented using statistical methods and themes are drawn from the results of the interview. The findings presented describe the benefits of the SCT in terms of improved efficiency, creativity, connectivity between staff and pupils and the enhancements of team-working skills. The areas of improvement that are required are clarity of vision, efficient team management and increased publicity of the team. Suggestions are put forward from the research for the use of student teams in pastoral, academic and extra-curricular contexts in schools. In concluding, potential leadership and management implications of the use of student teams are discussed, including how students are chosen to be part of the team. Some suggestions are made for further study around the subject.