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Lookup NU author(s): Professor Jill ClarkORCiD, Dr Pamela Woolner, Ulrike Thomas
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
Rather than restrict the research brief and narrow it down to specific research questions, we identified the following themes to explore through the research: · Understandings and perceptions of the Positive Psychology Programme’: how did pupils and staff describe it? What did they understand about the aims and objectives of the programme? And what does the programme mean to them? · Experiences of the Programme: how did these differ among pupils and staff, and across the two schools? What worked well, or worked less well? How did it fit with the remainder of the curriculum? Were there particular organizational issues within and across each school? · Possible impact of the programme: Did it have any kind of impact on the ethos of the schools? How did it impact on the relationships between staff and pupils? And on learning behaviours of pupils? Were there implications for the well-being of pupils? With these areas of investigation in mind, the methodology we employed was one that aimed to be least invasive and which allowed us to document the processes used and perceptions of all parties, at points throughout the research. Whilst any evaluation has limitations relating to sample representation, incomplete datasets and research design, through this evaluation, we were keen to explore the processes of delivery and practice within the schools, and provide useful feedback. We did not set out to provide a summative evaluation which focused purely on numerical and quantitative data; but we adopted Cronbach’s (1982) view of formative evaluation that, as soon as an intervention is implemented it evolves in relation to the local context.
Author(s): Clark J, Woolner P, Thomas U
Publication type: Report
Publication status: Published
Series Title:
Year: 2009
Pages: 60
Institution: Research Centre for Learning and Teaching
Place Published: Newcastle University
