An Appreciative Exploration of How Schools Create a Sense of Belonging to Facilitate the Successful Transition to a New School for Pupils Involved in a Managed Move

Autor/inn/en	Flitcroft, Deborah; Kelly, Catherine
Titel	An Appreciative Exploration of How Schools Create a Sense of Belonging to Facilitate the Successful Transition to a New School for Pupils Involved in a Managed Move
Quelle	In: Emotional & Behavioural Difficulties, 21 (2016) 3, S.301-313 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2016.1165976
Schlagwörter	Student Adjustment; Focus Groups; Transfer Students; Family School Relationship; Student School Relationship; Secondary School Students; Secondary Schools; Foreign Countries; Qualitative Research; Assistant Principals; Partnerships in Education; Educational Environment; School Role; Case Studies; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hochschulwechsel; Schulwechsel; Studienortwechsel; Schüler-Lehrer-Beziehung; Sekundarschüler; Sekundarschule; Ausland; Qualitative Forschung; Principal; Principals; Stellvertretende Schulleitung; Hochschulpartnerschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Großbritannien
Abstract	Much of the current guidance on managed moves focuses on the benefits of the "fresh start" provided. This paper describes an appreciative inquiry to explore how schools in one local authority create a sense of belonging to facilitate a fresh start for pupils involved in a managed move to a new school. Six deputy head teachers with pastoral responsibility took part in a focus group using an appreciative inquiry (Ai) 4-D cycle. The discovery, dream and design phases sought to build on the current practice and identify the improvements to practice. Thematic analysis of the data identified many aspects of belonging, which are in line with those identified in the literature such as creating a school identity, developing partnerships and specific activities such as inter-form competitions and family assemblies. Generating school identity and home-school-pupil partnerships were also identified in relation to managed moves. In the destiny stage, themes were fed back and discussed with a wider Deputy Head Group and Good Practice Guidance to facilitate the successful transition to a new school for pupils involved in a managed move that was produced and circulated across the LA. The importance of empathising with the potential challenges of changing school and forming and maintaining new relationships for pupils engaging in a managed move is highlighted and the Good Practice Guidance illustrates how transition, induction and ongoing support plans can take this into account. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01