There are many potential directions from which this study might be extended. I discussed some options in Section 5.6, where the robustness of the data might be tested by adapting the methods slightly or drawing from a different perspective. These are in effect intrinsic extensions seeking to enrich or clarify the emerging theory.
Having collaborated with participants from across the age range in school, I got the impression (no more than that) that the perceptions of learning of older students were subtly different from those of younger ones. If present, this could of course simply been due to age-related development, but it could also have been caused by enculturation and merits further investigation. Does what we do and the way we do it change the way students perceive learning and if it does, do we change that perception for the better?
Right from the start I felt that investigating student perceptions of learning would tell only half the story. Given the time and the resources, I would have been intrigued to explore how teachers perceive the learning of the students in their care. And having got those both perspectives, to what extent do they coincide? Moreover how would teachers react if indeed there was a significant measure of dissonance between their views and that of their students?