The name is absent

be most in evidence.

45

At the same time the location of the groups in

school could also be reflected in the research.

This provides an example

of what Parlett and Hamilton refer to as ’progressive focusing' and was the

result о

detailed familiarity with the views of participants obtained at

the first stage.

It was the analysis of the Research Group that gave rise to the selection

of key features of the innovation for further study (see Ch. Ill p.108).

This analysis

is presented alongside the thesis to enable the reader to

judge the appropriateness of the themes selected.

Categories or themes

were

chosen

to provide critical

links between the

innovation

and the

'learning milieu*

for as Parlett

and Hamilton point out

is

vital

to clarify the way in which changes in the course structure and ways of

working

affect the students' learning experience.

The 'learning experience*

is represented in the fourth theme concerned with

the nature of reflection and theorising which is examined in relation to

changes in the ’learning milieu' represented in the other themes.

At its

most general the first involved representation of the changes in the

responsiveness

and relatedness

of school and training institution.

Next

was taken as the second theme

demonstrated in the