Eva Pomeroy
Biographic Data
| ID | 5656010 |
|---|---|
| NAME | Eva Pomeroy |
| GIVEN NAMES | Eva |
| FAMILY NAME | Pomeroy |
| SIGNATURE | POMEROY E |
| AFFILIATIONS | Brathay Hall Centre, Ambleside |
| ORCID | 0000-0003-4601-3037 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Pushing the boundaries of self-directed learning
This article reports on the research findings from a qualitative study of adult learners in Scotland taking part in a u.lab MOOC. As a new phenomenon in adult learning, u.lab has been extremely popular yet, at present, there exists little empirical data about either the process or outcomes of the learning experience. This study aims to provide a starting point for further study of u.lab and other emergent trends in adult learning. Here, the accou…
Experiencing Exclusion
The Teacher-Student Relationship in Secondary School
This paper is derived from a study of excluded students' perceptions of their educational experience. It is based on the accounts of 33 young people, all permanently excluded from school. Through in-depth, semi-structured interviews a number of salient features of the school experience were raised. One of these features is the students' relationships with teachers. This paper considers excluded students' perceptions of teacher qualities that eith…
Experiencing Exclusion
The Teacher-Student Relationship in Secondary School
This paper is derived from a study of excluded students' perceptions of their educational experience. It is based on the accounts of 33 young people, all permanently excluded from school. Through in-depth, semi-structured interviews a number of salient features of the school experience were raised. One of these features is the students' relationships with teachers. This paper considers excluded students' perceptions of teacher qualities that eith…
The Teacher-Student Relationship in Secondary School
This paper is derived from a study of excluded students' perceptions of their educational experience. It is based on the accounts of 33 young people, all permanently excluded from school. Through in-depth, semi-structured interviews a number of salient features of the school experience were raised. One of these features is the students' relationships with teachers. This paper considers excluded students' perceptions of teacher qualities that eith…
Experiencing Exclusion
Pushing the boundaries of self-directed learning
This article reports on the research findings from a qualitative study of adult learners in Scotland taking part in a u.lab MOOC. As a new phenomenon in adult learning, u.lab has been extremely popular yet, at present, there exists little empirical data about either the process or outcomes of the learning experience. This study aims to provide a starting point for further study of u.lab and other emergent trends in adult learning. Here, the accou…
Sociology (3 works) · Pedagogy (2 works) · Psychology (2 works) · Social science (2 works) · Adult education (1 work) · Affect (linguistics (1 work) · Computer Science (1 work) · Decolonial Thought and Epistemologies (1 work) · Discipline (1 work) · Early Childhood Education and Development (1 work)