The lack of pupil voice activities within my work context influenced the introduction of a variety of opportunities for pupils to contribute to the leadership of their year group. In order for pupils to effectively lead, it was necessary to develop within them leadership skills. With the intention of promoting pupil voice, more specifically consultation and engagement (the lack identified by pupils), were used as the main tool to develop the content and delivery of the leadership development programme. This study assesses the extent to which consultation and engagement could be used to aid student leadership development in an inner city secondary school. During the research, pupils contributed the content for the leadership development programme and dictated how and when the content should be delivered. Pupils were given opportunities to exhibit the skills they developed when they acted as Head of Year and led their own research. Assessment of student leaders’ leadership skills along with their personal testimonies suggests that they developed leadership skills. The research shows that the experience, in which pupils were also given a plethora of engagement and consultation opportunities, helped pupils to overcome individual and collective concerns. The research proposes that consultation and engagement can be used to develop leadership within pupils. This can be done through pupil-influenced content, pupil-influenced tools and pupil-influenced-research. This research has proposed a model to develop leadership within pupils and in so doing makes an original contribution to existing pedagogy and knowledge.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:632460 |
| Date | January 2014 |
| Creators | Weir, Dwight |
| Publisher | University of Nottingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.nottingham.ac.uk/14144/ |
Page generated in 0.0021 seconds