A Participatory Approach to Educational Change: Action Research and Socio-emotional Space

1. A Participatory Approach to Educational Change: Action Research and Socio-emotional Space Swati Chanda (ELM Initiatives -AzimPremji University), Ms. Jayalaxmi, Ms. Jyothi, Mr. Thimmiah and Mr. Kemparaj (School A); Ms. Sumangala and Ms. Gunavathi (School B); MN Madhusudhan (TRUST)

2. Socio-Emotional Space and Quality Education Outcomes School- level Inputs Student Characteristics Context

3. What is Socio-Emotional Space?

4. Socio-Emotional Space and Outcomes • Center for Social and Emotional Education (CSEE) - school climate summary; link to student academic outcomes - subject matter mastery, motivation, attendance... • School Climate Center • Seattle Social Development Project or SSDP showing the program's positive impact on academic performance • RCCP - Resolving Conflict Creatively Program implemented widely across the USA showing that high rates of RCCP instruction were significantly related to positive changes in academic achievement • PATHS curriculum - Promoting Alternative Thinking Strategies showing significant positive effects on cognitive processing abilities important for school success • Body of research: Zinset al - "The Scientific Base Linking Social and Emotional Learning to School Success" , Carol Goodenow & Kathleen E. Grady - “The Relationship of School Belonging to Academic Motivation Among Urban Adolescent Students”...

5. Socio-Emotional Space Assessment • Professional organizations • Individual institutions (schools)* • Inventories and assessment instruments. Surveys, questionnaires; FGDs. Observation School Climate Relationships, diversity, collaboration, social support, harassment and bullying... SES Process: Key SE competencies identified; Triangulated; Tools for prioritization; School Improvement Plans Processes

6. Our Approach: Some Questions Participatory Action Research Understanding of socio-emotional space in the government school? Grounded understanding? SES: theoretical construct / lived reality Applicability of western constructs and approaches / contextualized understanding Assessment/Reflection/Action Planning Developmental – long-term; creating ownership Tapping into the will to change? Moving from evaluation to improvement. Complementary assessment that measures and supports? Roles of various people within the school? Existing structures within school ?

7. A Participatory Approach: Key Attributes • Well-established history in educational research • Shared ownership of research projectsCommunity-based analysis of social problems, privileging community action • Responsiveness to needs and opinions of stakeholders; “agency” and “voicing” • Contextual • Within the teacher’s and school leader’s circle of influence • Integrated with school processes • Providing learning for internal and external stakeholders • Redefines the categories of practitioner, advocate, and expert • Sustainable Context: SSA chapter on "Elementary Education of Equitable Quality"

8. Two Schools School A School B

9. Documentation Plan: • 7 meetings • Video-recording + transcription/translation of each • Various exercises (ADAPTED FROM DISE SCHOOL REPORT CARDS and HUMAN DEV PROFILE OF INDIA (HOUSEHOLD QUESTIONNAIRE)

10. Snapshot of the AR cycle Problem identification: Basic research Q Cycle 2 • AR areas • Formats/ obs sheets • Discussion and analysis • AI • Sustainability • Integration • Role of external researcher etc. Plan for future Action POA AR phases School processes/activities2 rounds – before and after “action” Analysis Open format; shared

13. Role of external researcher: co-evolving - driving methodologies - integrating theoretical research - documenting own practice - advocacy

14. Process highlights • Objectives collaboratively arrived at • Decision about processes for AR coming from teachers (and HT) • Agreement about self-reflection and vision exercises; shared in group • Worksheets co-evolved during the process • AI principles – Discovery, Dream • Grounded in theory and research and in school reality • Creating shared vision across stakeholders • Looking at the familiar through a new lens; infusing daily actions with the possibility to improve the school • Tapping into what those within the school know most intimately • Those within school examine and improve their own practice; design the process • Aligning with government’s vision • Grounded theory-building

15. Findings • Alignment with existing research on socio-emotional space • Values highlighted under Socio-emotional skills • Social-emotional learning and academic outcomes • Student’s SES and that of teachers • Leadership roles and types • Agreement about integration with existing school and classroom processes - sustainability • Towards building Communities of Practice (CoP): community, domain, practice • Process and Participatory Research • Meta-process • Cluster Sharing Research outcomes and process findings

16. Questions and Next Steps • Sustainability – for teacher, for school; integration with school processes • Sharing across schools • Role of external researcher • Building Communities of Practice • Cluster Sharing • Advocacy about connection to academic outcomes • Studies on: - SES and student outcomes • - SES and leadership • SES and processes, programs and activities (MeenaThanda) • SES and gender; leadership.....................

17. Thank you. “A Participatory Approach to Educational Change: Action Research and Socio-emotional Space” Swati Chanda Education Leadership and Management Initiatives AzimPremji University

18. A Dream of a Just, Equitable, Humane and Sustainable Society