My Living Educational Theory Grounded In My Life:
How can I enable my communication through correspondence to be seen as
educational and worthy of presentation in its original form?
This thesis is submitted in partial fulfilment of the requirements
of the University of Bath for the degree of Master of Arts
HILARY SHOBBROOK
ABSTRACT
In the process of writing, this dissertation has developed a dialogue which
goes some way towards explaining my own educational development. It thereby
reveals my living educational theory which is grounded in my own life. I
have engaged in dialectic enquiry which is progressed through ongoing dialogue
and represented mainly in the form of correspondence. In the course of my
dialogue, I have explored the possibility of using correspondence as a means
of educational research as well as a means of representing that research.
I have included the University criteria for judging a dissertation as a
subject of my debate in order to enable me to come to terms with such criteria
in the context of this account. I hold the view that my personal and professional
practice are inextricably linked to each other and to my life as a whole.
I therefore insist that my enquiry must be natural and authentic, and fit
in with my life. The result has been the discussion of the criteria within
the text of an informal letter.
My contribution to educational theory has been in my attempt to show you
my living educational theory grounded in my life. I have done this by providing
an example of the dialogue and dialectic that is part of my life and, within
this, explaining its centrality and value to me.
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A WHOLE IN WORD 6 BY CLICKING HERE
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6 FROM THE CONTENTS PAGE BELOW
CONTENTS
Introduction: Letter to Reader dated 27 April
1997 page 1
Interlude: Back Garden dated 4 June 1997
page 7
LETTERS TO MY TEACHER: Letter to
Jack dated 1 April 1997 page 10
Justify the Appropriateness of the
Methodology to the Nature of the Enquiry page 12
Nature of the Enquirypage 18
Justify the Appropriateness of
the Methodology (a bit more) page 24
Show Evidence of a Critical Review of
Appropriate Literature page 27
Show Evidence of the Systematic Collection
of Valid Data page 39
Show Evidence of an Ability to Interpret,
Analyse and Evaluate the Data page 42
Demonstrate a Coherent Approach, Clarity
of Thought and Quality of Argument page 43
Relate the Special Theme to the Wider Field
of Educational Knowledge and Contribution to Theoretical Perspectives
page 45
Draw Justifiable Conclusions Acknowleding
the Limitations of the Study page 48
Demonstrate an Acceptable Standard of Presentation
and Satisfactory Use of English page 53
And Now to the Postbox page 55
AT LAST, SUBMISSION OF MY DISSERTATION:
dated 6 June 1997 page 56
REFERENCES page 58
BIBLIOGRAPHY page 62
POSTSCRIPT, OR SHOULD IT BE "THE START
OF SOME MORE DISCUSSION" page 69
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