Using the Research and Development in Organisations model to improve transition to high school

Abstract

This article describes the application of the Research and Development in Organisations (RADIO) model to five action research projects carried out in schools around transition processes. The RADIO model is mapped onto all five studies, and adapting the model in order to include greater stakeholder participation is suggested. Reflections are made on the focus group methodology used in these schools within the RADIO model. An evaluation of the factors influencing the effectiveness of these five studies in bringing about positive change suggests that the preparation and context for carrying out action research using the RADIO model are key. BackgroundThe work described in this article was part of a wider transition project. The overall aim of this two-year Neighbourhood Renewal Fund (NRF) project was to improve the transition experience for children moving from primary (Year 6) to high schools (Year 7) in a small Local Authority in the north-west of England. The original bid committed the project to undertake a number of activities, including, "Researching best practice in transition", and, "Seeking the views of and engaging children around transition".The transition project had a number of strands, including:

Exploring the implementation of mindfulness approaches in an early years setting

“…Staff were motivated to ensure mindfulness was embedded into the daily curriculum. In schools where interventions are not prioritised or there is reluctance to invest time, resources or interest, such interventions may be short-lived and quickly replaced (Ashton, 2009). However, in the current study the school’s ethos of promoting good mental health appeared to be a large motivator and supported the continuation of mindfulness.…”

“…Additionally, having the Reception teacher as part of the SLT, ensured decisions were prioritised and could be acted upon efficiently. In studies where this has not been the case, there has often been very little action and change (Ashton, 2009). Therefore, it is important to have a project lead who can make decisions and oversee actions.…”

Exploring the development of critical incident response teams

“…For example, there may be local adaptations in terms of the order/prioritisation of elements within the model and where to start the process. Ashton (2009) describes the use of the RADIO model (Timmins et al 2003) with five action research projects looking at transition processes. Ashton (2009) notes that action research was chosen due to the collaboration it promotes between the researcher and the participants and the focus on creating positive changes.…”

“…Ashton (2009) describes the use of the RADIO model (Timmins et al 2003) with five action research projects looking at transition processes. Ashton (2009) notes that action research was chosen due to the collaboration it promotes between the researcher and the participants and the focus on creating positive changes. Referring to section 2.7, Lewin (1947) also noted that action research emphasises involving those affected, to ensure change is effective and Watts and Leyden (1989) noted the importance of consensus decision making in the change process.…”

The focus group method and possibilities of its application in kinantropological research

“…Např. v medicíně k prozkoumání aspektů funkce a důležitosti zdraví u pacientů -diabetiků (Kirchberger at al., 2009), dále ve vzdělávání (Wilson, 1997, Ashton, 2009, Finke, McNaughton & Drager, 2009, Thurgate & MacGregor, 2009, v gerontologii (Bryant, Laditka & Mathews, 2009), v závislém chování (Millay, Satyanarayana, O'Leary, Crecelius & Cottler, 2009, Patten at al., 2009, ve sportovním managementu (Inglis, 1992), v pohybové aktivitě (Draper, KolbeAlexander & Lambert 2009, Casey, Eime, Payne & Harvey, 2009, atd.…”