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This research will explore the factors that influence teacher engagement in structured reflective practice towards more inclusive learning for pupils. Teacher engagement here refers to the learning and practice of teachers within the learning environment of their workplace (Hodkinson, 2002). Whilst previous studies have shown that reflective practice generally has a significant influence on school culture and priorities, secondary schools have been identified as environments where teacher engagement in such practice is often problematic (eg Florian and Rouse, 2001). The research will identify structures and organisational arrangements which help and hinder such engagement.
Substantively, a team of teachers will be involved in a collaborative action research project in each of the six secondary schools involved, focusing on the link between pupil behaviour and learning. Educational psychologists will play a key role in facilitating the action research process alongside departmental or other leaders. They will monitor and explore the reasons for changes in teacher engagement in the process, and will work with university research assistants to evaluate the effect of this activity on pupil learning.
The testing of the assumption that teacher engagement in such practice actually benefits the learning of young people in schools, in terms of their presence, participation and achievement will be a feature of this research. A theory of change approach (Connell and Kubisch, 1998) will be adopted, tracing how teacher change affects pupil learning as indicated by systematic and repeated evaluation of the pupils' written work, their attitude to learning and their disciplinary records. Pupils themselves will be invited to take an active role in this evaluation.
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