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Title: Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? : an exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to facilitate pupil participation, create new learning experiences in writing lessons, and help to evaluate the AI process in schools
Author: Lewis, Anna M. J.
ISNI:       0000 0004 5919 0312
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2016
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psych.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: L Education (General) ; LB1501 Primary Education ; LB2361 Curriculum