Improving classroom dynamics to support students' learning and social inclusion: a collaborative approach
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Support for Learning 21 (1): 5-11 (February 2006)M3: Article; Doveston, Mary 1 Email Address: mary.doveston@northampton.ac.uk Keenaghan, Marian 2; Affiliations: 1: School of Education, University of Northampton, Park Campus, Boughton Park Road, Northampton NN2 7AL 2: Educational psychologist, Northamptonshire Children and Families Service; Source Information: Feb2006, Vol. 21 Issue 1, p5; Subject Term: SOCIAL integration; Subject Term: TEACHERS; Subject Term: STUDENTS; Subject Term: EDUCATION; Subject Term: RESEARCH; Subject Term: INTERPERSONAL relations; Author-Supplied Keyword: Appreciative Inquiry; Author-Supplied Keyword: eco-systemic; Author-Supplied Keyword: social and emotional competencies; Author-Supplied Keyword: Solution Focused Thinking; Author-Supplied Keyword: student participation; NAICS/Industry Codes: 611699 All Other Miscellaneous Schools and Instruction; NAICS/Industry Codes: 611710 Educational Support Services; NAICS/Industry Codes: 923110 Administration of Education Programs; Number of Pages: 7p; Illustrations: 2 diagrams, 1 graph; DOI: 10.1111/j.1467-9604.2006.00393.x; Document Type: Article.

In this article, Mary Doveston and Marian Keenaghan discuss their work with teachers and students in developing more effective and satisfying interpersonal relationships in the classroom. Their approach focuses on increasing the capacity of a classroom community to address and measure its progress in the social and emotional competencies which that community has identified as being important. The principles of Appreciative Inquiry and Solution Focused Thinking underpin their approach to working with students and teachers, with the researchers supporting teachers to facilitate student participation in a process which they have described as ‘Growing Talent for Inclusion’ (GTi). ABSTRACT FROM AUTHOR Copyright of Support for Learning is the property of Blackwell Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts); In this article, Mary Doveston and Marian Keenaghan discuss their work with teachers and students in developing more effective and satisfying interpersonal relationships in the classroom. Their approach focuses on increasing the capacity of a classroom community to address and measure its progress in the social and emotional competencies which that community has identified as being important. The principles of Appreciative Inquiry and Solution Focused Thinking underpin their approach to working with students and teachers, with the researchers supporting teachers to facilitate student participation in a process which they have described as ‘Growing Talent for Inclusion’ (GTi). ABSTRACT FROM AUTHOR Copyright of Support for Learning is the property of Blackwell Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
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