Enhancing skills for inclusion: using appreciative inquiry to improve classroom dynamics

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How was the research carried out?

Growing Talent for Inclusion was a practitioner research project, which developed from the researchers’ work in a Local Authority Support Service. The support service was receiving a number of referrals related to emotional, social and behavioural needs, and the project was designed to address these issues and to improve relationships in classrooms. The project was implemented across a number of different settings throughout the local authority. The first project took place in a Year 8 class in a middle school. Later projects were implemented in a Year 3 and a Year 5 class in two different primary schools, a Year 7 class in a middle school and a Year 8 class in a secondary school.

The majority of the data from this study came from interviews with teachers and students at the beginning and end of the project. The researchers were aware that such perception data was not entirely reliable, and so supplemented the qualitative data with quantitative data from a Social Inclusion Survey, to measure the progress towards improved working relationships. In the survey, pupils were asked to indicate which pupils they preferred to work with, those they felt OK working with, and those they would prefer not to work with. This was carried out at the beginning and end of the project, to assess whether the Growing Talent for Inclusion project had changed relationships amongst the pupils. Further data were gathered from a ‘talent spotting’ activity, designed to identify and track class capacity for change across a range of attributes, described as talents.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is the basis of the Growing Talent for Inclusion project? What is the process of Growing Talent for Inclusion? What is Appreciative Inquiry? What were the researchers’ findings? How was the research carried out? What are the implications of this research? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Enhancing skills for inclusion: using appreciative inquiry to improve classroom dynamics This digest found in Inclusion Behaviour Send to a friend Word doc 60KB Printer friendly Collate for later How was the research carried out? Growing Talent for Inclusion was a practitioner research project, which developed from the researchers’ work in a Local Authority Support Service. The support service was receiving a number of referrals related to emotional, social and behavioural needs, and the project was designed to address these issues and to improve relationships in classrooms. The project was implemented across a number of different settings throughout the local authority. The first project took place in a Year 8 class in a middle school. Later projects were implemented in a Year 3 and a Year 5 class in two different primary schools, a Year 7 class in a middle school and a Year 8 class in a secondary school. The majority of the data from this study came from interviews with teachers and students at the beginning and end of the project. The researchers were aware that such perception data was not entirely reliable, and so supplemented the qualitative data with quantitative data from a Social Inclusion Survey, to measure the progress towards improved working relationships. In the survey, pupils were asked to indicate which pupils they preferred to work with, those they felt OK working with, and those they would prefer not to work with. This was carried out at the beginning and end of the project, to assess whether the Growing Talent for Inclusion project had changed relationships amongst the pupils. Further data were gathered from a ‘talent spotting’ activity, designed to identify and track class capacity for change across a range of attributes, described as talents.