How do the participants evaluate the HAND in HAND programme? Results of semi-structured focus group interviews.

Autor/inn/en	Vieluf, Svenja; Denk, Albert; Rozman, Mojca; Roczen, Nina
Titel	How do the participants evaluate the HAND in HAND programme? Results of semi-structured focus group interviews.
Quelle	Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe. Relationships matter. Hamburg: Kova (2020) S. 195-218 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Studien zur Schulpädagogik. 89
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-339-11406-8; 978-3-339-11407-5
Schlagwörter	Evaluation; Formative Evaluation; Interview; Summative Evaluation; Programm; Teilnehmer; Intervention; Wirkung; Gruppe (Soz)
Abstract	This chapter summarises and discusses how participants evaluated the HAND in HAND programme. It is based on responses to two questions asked during semi-structured focus group interviews which comprised part of a more comprehensive evaluation of the HAND in HAND programme. The findings complement the experimental outcome evaluation but they also serve a formative purpose, i.e. to help identify the starting points for improving the programme. In terms of the summative outcome evaluation, the results show that many participants liked the programme (particularly the teachers, less so the students) and that the programme had positive short-term effects on the participants' mood and on the group atmosphere in several groups. However, only a few participants observed long-term effects. One reason for the latter finding may be that many school staff groups reported difficulties in imple-menting exercises, practices or ideas from the programme within their everyday pedagogical practice. Hence, the programme could probably gain from including longer-term support with respect to implementation. Other suggestions for improvement derived from the interviews are designing the intervention according to a real 'whole-school' approach and better supporting the autonomy of students. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3