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Lookup NU author(s): Dr Emma DobsonORCiD
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The following article discusses the content and conduct of a PhD thesis exploring the utilisation of peer education to deliver Sex and Relationships Education (SRE) to adolescents in the United Kingdom. Evaluative literature currently suffers from a lack of theorisation and an absence of mechanistic investigation. In attempting to address this limitation, the PhD evolved from one study into a series of five separate studies. It is hoped that by drawing findings together from separate studies, the work as a whole will form a more complete, cohesive and comprehensive understanding of peer-led SRE. The purpose of this article is to describe how undertaking Theory-Driven Evaluation facilitated the evolution of the PhD from one proposed study to five; present an argument as to why this was the best approach to conduct the PhD study; and to outline the strengths and limitations of employing such an approach to compile the PhD thesis
Author(s): Dobson E
Editor(s): Dobson, E.S. & Shao, X.
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: Imagining Better Education
Year of Conference: 2023
Pages: 53-69
Online publication date: 01/01/2023
Acceptance date: 01/01/2022
Publisher: School of Education, Durham University
URL: https://www.durham.ac.uk/departments/academic/education/
Library holdings: Search Newcastle University Library for this item
Series Title: Imagining Better Education
ISBN: 9780907552154
