Enabling a secondary school to develop its practice in relation to children in care (CiC) through use of the Research and Development in Organisations (RADIO) approach
Notice bibliographique
Résumé
Educational outcomes and long term outcomes for children in care (CiC) are a continuing cause for concern; research shows that care leavers as a group are likely to be among the most socially excluded young people in society (Stein, 2006). In the United Kingdom, concerns about the educational underachievement of CiC have prompted a number of major Government initiatives over the past decade (Jacklin, Robinson and Torrance, 2006). Promoting positive school experiences for CiC and developing the practice of staff in supporting this group of children is an issue of particular importance within the local authority (LA) within which I practice, as it has above average levels of CiC compared to its statistical neighbours. The team manager for CiC within the LA identified a role for research related to the experiences of CiC at secondary school level, as she recognised that there was a role for Educational Psychologists (EPs) in helping schools to develop their practice at a whole-school level in order to support these pupils? needs. With this in mind, the purpose of my research was to carry out collaborative action research with key staff at a secondary school in order to enable the school to develop its practice in relation to CiC. The Research and Development in Organisations (RADIO) approach (Timmins, Shepherd and Kelly, 2003), was the framework chosen for the action research. The application of the approach within the school will be described as well as the findings. The concept of resilience is important to this research. This was the preferred approach of the secondary school and it appeals as a framework to supporting the school experiences for CiC because resiliency approaches are broad, they can be easily individualised and are flexible. This flexibility is important; a resiliency approach allows for the central focus to be on supporting a CiC of secondary school age move through adolescence towards adulthood. Another appeal of a resiliency approach is that it acknowledges strengths and promotes a sense of hope in individuals. Further, school has been identified as a source of resilience for vulnerable children (Gilligan, 1998; 2000). The research will focus on four key aspects of resilience, which have been highlighted by researchers (for example, Daniel, Wassell and Gilligan, 1999) as of value in supporting CiC to succeed at school. The research will end with reflection on how the RADIO approach might contribute to the work of EPs at LA and whole school levels.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,038 | 0,023 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,015 | 0,021 |
| Communication savante | 0,014 | 0,005 |
| Science ouverte | 0,003 | 0,023 |
| Intégrité de la recherche | 0,003 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».