Resilient Rhino: A Study of Year 2 Pupils’ Perspectives on Intellectual Risk
Authors
Hutchinson, Rachel
Editors
Alderton, Julie
Publication Date
2022-05-01Journal Title
Journal of Trainee Teacher Educational Research
ISSN
2043-8338
Publisher
Faculty of Education
Volume
13
Pages
163-186
Type
Article
Metadata
Show full item recordCitation
Hutchinson, R. (2022). Resilient Rhino: A Study of Year 2 Pupils’ Perspectives on Intellectual Risk. Journal of Trainee Teacher Educational Research, 13 163-186. https://doi.org/10.17863/CAM.84203
Abstract
Children’s intellectual risk-taking behaviors influence their motivation, wellbeing, and achievement in the classroom. But how do pupils perceive their own actions in intellectual risk contexts, and what is their perception of preferred difficulty and the consequential effects of intellectual risk taking? This article presents children’s perspectives on intellectual risk as transient, personalised insights which may help educators and researchers to access the multivariant realities which always exist in education, and as effective tools to explore the cognitive and lived experiences of the children in our classrooms. Through detailed consideration of recent literature, and the employment of Clifford’s (1991) School Failure Tolerance Scale, I present what could be a possible framework for researching pupils’ perspectives on intellectual risk taking, and consider the implications of such research in regards to my own practice.
Keywords
PGCE Primary: Year 2, Intellectual Risk Taking, Education, Math
Identifiers
This record's DOI: https://doi.org/10.17863/CAM.84203
This record's URL: https://www.repository.cam.ac.uk/handle/1810/336785
Statistics
Total file downloads (since January 2020). For more information on metrics see the
IRUS guide.
Recommended or similar items
The current recommendation prototype on the Apollo Repository will be turned off on 03 February 2023. Although the pilot has been fruitful for both parties, the service provider IKVA is focusing on horizon scanning products and so the recommender service can no longer be supported. We recognise the importance of recommender services in supporting research discovery and are evaluating offerings from other service providers. If you would like to offer feedback on this decision please contact us on: support@repository.cam.ac.uk