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首页> 外文OA文献 >Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? udAn 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
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Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? udAn 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

机译：欣赏调查可以让小学生在写作课上发表意见吗？ UD一个探索性的多案例研究，对三类小学儿童及其教师使用欣赏调查（aI）来促进学生的参与;在写作课程中创造新的学习经历;并帮助评估学校的人工智能过程

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摘要

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.
机译：这个多案例研究探索了欣赏性探究（AI）的潜力，使三类小学生对影响他们学习的决策具有发言权和影响力，并促进了他们参与评估AI。它使用混合方法研究了以下方面的变化：儿童和教师关于学生参与价值的信念；写作课程活动；以及孩子的态度，进步和成就。孩子们和老师们建议对AI流程进行改进，以使其尽可能地具有包容性。结果表明，人工智能有可能改变学生参与课堂的文化，但需要时间（和良好的时机）才能发挥作用。孩子们经常出于真实目的设计创新的课程活动，这些活动具有很高的激励性和吸引力。然而，标准化的学生态度和学识测度没有提供积极变化的证据。这些孩子的一个重要发现是，在AI中如何进行具有挑战性的小组工作，尤其是对于有特殊教育需要和残疾（SEND）的孩子。这项研究为有关学生参与和AI的文献做出了原创性贡献，期望AI的过程现在可以在学校内部得到进一步发展。

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    Lewis Anna MJ;

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  • 年度 2016
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  • 正文语种 English
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