Developing the Programme Theories

The underpinning theory which was tested in the main research phase, was developed from the analysis of the CMOCs abstracted from the research literature and selected themes identified in the preliminary phase that were viewed by the 3+ Behaviour Group and myself as feasible areas for improvement. Themes 1, 2 and 3 (rewards and sanctions, consistency and parental support, respectively) identified in Table 1.2, p 20, that were abstracted from the data collected from all three stakeholder groups (teaching staff, students and parents) were viewed as particularly relevant to include. Themes relating to relationships, communication, teacher qualities and the development of individual skills regarding SEBD within the classroom and the ethos and culture of school regarding SEBD were also selected as pertinent to Willow Park.

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The underpinning theory, as first presented in Section 3.6 was:

A secondary school which is successful in promoting good behaviour and in supporting students experiencing SEBD (O) will have a whole school culture that values individual differences (C), supports the development of all pupils and staff (M), has good communication with pupils, parents and outside agencies (M), an engaging curriculum (M) and targeted support when necessary (M).

This theory guided the research process by providing a structure to support elicitation and evaluation of contexts, mechanisms and outcomes, developed into the eight Programme Theories tested in the study.

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Table 4.1 Mapping RADIO stages and Realistic Evaluation processes. Developed from Timmins et al, 2006 p 307

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The eight Programme Theories of CMO configurations that were identified as relevant to the evaluation of the behaviour at Willow Park are included in Tables 4.2i, 4.2ii and 4.2iii overleaf. Findings from the literature review highlight the contextual, interactional nature of SEBD. Programme Theories 1 – 3 (Table 4.2i) can be seen as operating at the school level; Programme Theories 4 – 6 (Table 4.2ii) as interactional

factors between stakeholders; and Programme Theories 7 and 8 can be seen as operating at the individual teaching staff level. These CMOCs were developed collaboratively with the Inclusion Manager at Willow Park School and discussed with the 3+ Behaviour Group.

Table 4.2i overleaf displays the three areas of focus agreed with the 3+ Behaviour Group at the school level as the inclusivity of the school, the general school

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Table 4.2i Initial Programme Theories of CMO configurations at the school level (informed by Timmins and Miller, 2007)

Broad area of enquiry

Context Mechanism Outcome

School Level Do the culture and ethos of the school support the inclusion of students with SEBD?

1. A school that has an inclusive

philosophy

regarding students with SEBD that is reflected in the behaviour policy.

Teachers, students and parents are aware of the behaviour policy, they are positive about it and they

implement it.

Teaching staff, students and parents believe the behaviour policy promotes good behaviour

effectively, and progress made by students is attributed to the behaviour management strategies used. 2. A school that believes a positive atmosphere supports the progress of students with SEBD, and this is encouraged through the behaviour policy.

Teaching staff use positive methods of encouraging good behaviour.

Students respond positively and make progress. 3. A school where dealing with students in a consistent manner is encouraged. Teaching staff implement the behaviour policy consistently.

Teaching staff, parents and students report teaching staff apply the behaviour policy

consistently and that this is promotes good

behaviour.

atmosphere and the effects of consistency on promoting good behaviour and supporting students with SEBD.

Table 4.2ii overleaf presents the areas identified from the realist review and the themes identified from the preliminary study as salient to investigate in relation to the research question at the interpersonal level as parental involvement, relationships between teaching staff and students and the effectiveness or otherwise of lines of communication between members of school staff.

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Table 4.2ii Initial Programme Theories of CMO configurations at the interpersonal level (informed by Timmins and Miller, 2007)

Broad area of enquiry

Context Mechanism Outcome

Interpersonal Level Do stakeholder relationships promote good behaviour? 4. The involvement of parents and carers is believed to be important in supporting students with SEBD.

Teaching staff liaise with parents.

Information about student progress is shared with parents, any difficulties are shared at an early stage and positive problem solving to support students takes place.

Parents report liaison with school is good and they are aware of the strategies

teaching staff are employing to support their child.

Parents are aware of what they can do to support their child at school.

Teachers report time is available to liaise with parents and that this is of benefit to students with SEBD. 5. A school that

believes good relationships between teaching staff and students is important in

promoting good behaviour.

Teachers develop good relationships with students. When difficulties arise they have time to listen, discuss and problem solve with students. Students‟ views on supporting students with SEBD are taken into account. Teachers develop a deeper understanding of the needs of students. Students feel teachers listen to, understand and respond to their needs.

Parents feel teachers understand and respond to the needs of their children. 6. Good lines of

communication between teaching staff are believed to be important.

Teachers have time to discuss with other teachers particular approaches for specific students. Teachers develop greater understanding of particular pupil needs and feel more capable of meeting them.

Table 4.2iii overleaf presents factors more at the individual level and includes the effect of teacher commitment to supporting students experiencing SEBD and the role of professional development. These areas were agreed to be the focus of evaluation with the 3+ Behaviour Group.

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Table 4.2iii Initial Programme Theories of CMO configurations at the individual level (informed by Timmins and Miller, 2007)

Methods of data collections were then developed to test these Programme Theories.

Broad area of enquiry

Context Mechanism Outcome

Individual Level Do the capacities, capabilities and motivations of the stakeholders promote good behaviour? 7. Teaching staff are committed to meeting the needs of a diverse range of SEBD. Teaching staff select from a range of behaviour management strategies and teaching strategies to support individual students. “Reasonable adjustments” are made to support students with particular needs

Teaching staff, parents and students are positive about the range of teaching and

behaviour management strategies. Students feel supported and respected and they make progress with their behaviour and learning. Teaching staff are confident about making reasonable adjustments and novel

strategies are developed and success monitored. 8. A school where the professional development of teaching staff in SEBD is encouraged and valued. Teaching staff receive professional development (e.g. training) in SEBD appropriate to their needs.

Teaching staff feel confident they can meet the needs of students with SEBD.

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