A whole school approach : a model for reflection

Abstract

This dissertation aims at assessing and evaluating a whole school reform. The reform aims at challenging the learning capacity of students identified as having learning difficulties. The action research studies the projects undertaken by the staff under the leadership of the school. All projects focus on the learner as the centre of the study. A study of Remedial education is included in the study. This is done so as to help the reader take a better idea of the research undertaken. Furthermore the study looks at the percentage number of students identified as having learning difficulties. This is done so that the reader has a better idea of the school used for the case study when seen in the National perspective. It is also meant to reflect on the percentage number of students who are having a differentiated schooling system. The data was generated from an ethnographic method of research which covers a diary, observations and interviews from students, staff and parents. The diary was read and reread in order to be reflected upon. This approach led the researcher to draw recurrent patterns and instances that run contrary to these patterns. Furthermore qualitative methods of research were used as different questionnaires were distributed, collected and analysed. This approach helped the staff to reflect and evaluate the results. While the results were shared by all the staff, changes were planned. These planned changes helped improve the already existing practice. The technique of triangulation was used in order to validate the hypothesis. The data collected asked for in-depth study of evaluation and reflection. This study confirms that when teaching methods and approaches are challenged, the learners improve their achievements. It also highlights the different voices of the learners as well as that of their parents. Furthermore it suggests a rethinking of current practices and requests further study to be taken in this field. Such studies help challenge the existing educational system which should aim at helping every student 'achieve beyond expectation' by • 'setting high expectations; • maintaining a strong identity; • celebrating individual and whole school achievements; • challenging negative perceptions and attitudes.' (Development Plan, 1999: 7) This whole process helped the students experience an enjoyable and happy atmosphere where learning difficulties were addressed. The result was that the students' learning was enhanced. As a result the whole study can be considered as an empowerment exercise.