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dc.contributor.authorVanderaa, Sonja
dc.contributor.supervisorDr Roya Pugh
dc.contributor.supervisorProf. Barry Fraser
dc.date.accessioned2017-01-30T09:49:09Z
dc.date.available2017-01-30T09:49:09Z
dc.date.created2016-07-27T07:18:50Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/20.500.11937/368
dc.description.abstract

Drawing on the work of Hans-Georg Gadamer, this study calls into question aspects of functional behaviour assessment’s inheritance from behavioural science. The nature of the inquiry is narrative, autobiographical, reflective, hermeneutical and phenomenological. It asks the question: In what ways might openness to the self, to the other and to the situation, contribute to a more pedagogically sensitive practice of functional assessment in schools? It conceives of openness as an act of resistance.

dc.languageen
dc.publisherCurtin University
dc.titleTowards openness: A reflection on functional behaviour assessment in schools
dc.typeThesis
dcterms.educationLevelPhD
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusFulltext not available
dc.date.embargoEnd2021-07-02


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