This multiple case study explored the potential for Appreciative Inquiry (AI) to give three classes of primary children voice and influence over decisions that affect their learning, and facilitated their involvement in evaluating AI. Using mixed methods, it examined changes in: children and teachers’ beliefs about the value of pupil participation; curriculum activities for writing; and children’s attitudes, progress and attainment. The children and teachers suggested improvements to the AI process so that it can be as inclusive as possible. The results indicated that AI has the potential to shift the culture of pupil participation in the class, but needs time (and good timing) to be effective. Children devised innovative curriculum activities, often for real purposes, which were highly motivating and engaging. However, standardised measures of pupil attitudes and attainment provided no evidence of positive change. An important finding from the children was how challenging group work can be within AI, especially for children with Special Educational Needs and Disability (SEND). This study makes an original contribution to the literature on pupil participation and AI, with the expectation that the AI process may now be developed further within schools.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:681149 |
| Date | January 2016 |
| Creators | Lewis, Anna M. J. |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/6555/ |
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