Researching a Whole School Approach to School Connectedness

Autor/inn/en	Carrington, Suzanne B.; Saggers, Beth R.; Shochet, Ian M.; Orr, Jayne A.; Wurfl, Astrid M.; Vanelli, Jane; Nickerson, Julie
Titel	Researching a Whole School Approach to School Connectedness
Quelle	In: International Journal of Inclusive Education, 27 (2023) 7, S.785-802 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carrington, Suzanne B.) ORCID (Saggers, Beth R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1878298
Schlagwörter	Inclusion; Student School Relationship; Secondary School Students; Foreign Countries; Participatory Research; Action Research; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? Inklusion; Schüler-Lehrer-Beziehung; Sekundarschüler; Ausland; Forschungstätigkeit; Projektforschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	This paper reports on a participatory action research project that investigated how a resource called the Index for Inclusion was used by a secondary school community to improve school connectedness at a whole school level. The researchers worked with the Australian case study school over one year to engage in review, development, and change. This paper reports on the procedure of working with the School Connectedness Committee through the five phases of the participatory action research. Data are organised under the theme of 'building community' with the sub-themes of 'positive relationships with staff' and 'student leadership'. The findings from this case study indicate that the implementation of the five phases of the Index for Inclusion can support a whole school approach to build a sense of community that supports young people to be more connected to their school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01