Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687187
Title: An appreciative inquiry into pupils' experiences with their learning, behaviour and involvement in decision making processes at a pupil referral unit
Author: Mulisa, Leylla
ISNI:       0000 0004 5922 6047
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2015
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Abstract:
This study has sought to contribute to knowledge about the experiences of young people in Pupil Referral Units (PRUs) by using Appreciative Inquiry (AI). Students' views were explored regarding their positive experiences with learning, behaviour, participation in decision making processes and suggestions for enhancing practice at the PRU. Responses from PRU staff to pupils' perspectives and the practical implications of these were also examined. Semi-structured interviews were used to elicit the opinions of 11 students in Key Stages three and four. Preliminary findings from pupil interviews were initially shared with the wider staff group. Two focus groups were conducted with 14 members of staff, employed in various roles at the PRU, to consider their responses to pupil views. Data were collected in two stages and then analysed using Thematic Analysis. Key findings suggested young people had positive experiences at the PRU due to staff's knowledge of them, the support they received with interpersonal issues and the friendships they developed. Further, young people appreciated being involved in decision making processes and staff listening to their views. Individualising programmes and interventions, along with also involving parents, was part of the support given to pupils to help them make progress and this contributed to students having positive experiences at the PRU. Pupil suggestions included specific aspects of the current PRU provision which should be continued and some further ideas for supporting improved behaviour. Students also suggested improvements to the physical environment and ideas for extending the PRU to support other vulnerable pupils. In addition to sharing their reflections on students' views, staff had further considerations regarding implications for practice. These findings could provide new ideas for effective practice with regard to young people either at risk of exclusion in mainstream settings or already excluded and attending PRUs.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.687187  DOI: Not available
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