The cognitions of Caribbean students with dyslexia are explored as part of an embedded multiple case study approach to teaching and learning at two secondary schools on the island of Barbados. This exploration employed 'low tech' approaches to analyse what pupils had said in interviews using a Miles and Huberman (1994) framework. Findings from this research suggest that qualitative methodologies are powerful tools that can be used by teachers to inform their pedagogical decisions.
From: Perspectives in Education, Vol. 25 (4), December 2007
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment