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
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".