Improving group dynamics to support learning and social inclusion: developing and enhancing CPD tutor capacity (Growing Talent for Inclusion, GTI): Improving group dynamics to support learning and social inclusion developing and enhancing CPD tutor capacity

Mary Doveston, Marian Keenaghan

Research output: Book/ReportCommissioned Report

Abstract

This project is based on the premise that students’ motivation to learn and achieve in school can be affected by difficult interpersonal relationships in class. This situation can produce high levels of unacceptable behaviour and possibly lead to students becoming socially excluded. The aim of this project, which we have called Growing Talent for Inclusion (GTI), is to promote more effective interpersonal relationships by identifying what is already working in the class rather than focusing on the difficulties and problems. The GTI process is based on Appreciative Inquiry, Solution Focused Thinking and collaborative consultation. The researchers involved in this project had already used this approach in a number of classes in Key Stages 2 and 3 across a range of primary, middle and secondary schools in Northamptonshire. During 2008-9, they worked with a focus group of Educational Psychologists , SENCO’s and Inclusion Managers to produce , pilot and evaluate a set of resources to enable Educational Psychologists, tutors working in ITT and CPD and teachers to use this approach, in schools and other learning contexts.
Original languageEnglish
Commissioning bodyTraining and Development Agency for Schools R&D Award (SEN)
Number of pages8
Publication statusPublished - 1 Jan 2010

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Keywords

  • Social dynamics
  • emotional
  • social and behavioural difficulties
  • Appreciative Inquiry
  • Solution Focused Thinking
  • student participation
  • inclusion
  • Growing Talent for Inclusion (GTi)

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