Hayhoe, Simon (2000) The effects of late arts education on adults with early visual disabilities. Educational research & evaluation, 6 (3). pp. 229-249. ISSN 1380-3611
In this study, non-participant observations of visually disabled adult students in extra mural arts education are analysed through Walter Doyle's theory of ambiguity and risk in classroom tasks. This study finds these students attempted to avoid activity, or re-negotiate lecturers' expectations, when their performance became especially threatening to their self-esteem. Additionally, it was found that lecturers were often reluctant to push their students as soon as they realised this risk to them. These results appear to show a phenomenon similar to learned helplessness.
|Additional Information:||© 2000 Taylor & Francis Group|
|Library of Congress subject classification:||H Social Sciences > HV Social pathology. Social and public welfare. Criminology
L Education > LC Special aspects of education
|Sets:||Research centres and groups > Centre for Philosophy of Natural and Social Science (CPNSS)|
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