The Research and Development in Organisations Approach and the Evaluation of a Mainstream Behaviour Support Initiative

Timmins, Paul; Shepherd, Deborah; Kelly, Tom

doi:10.1080/0266736032000109483

Cited by 29 publications

(19 citation statements)

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“…The RADIO model (Timmins et al, 2003) proved a useful framework for action research, with an additional step to increase the level of pupil participation in decision-making. Focus group methodology (Vaughn et al, 1996) was an effective way of collecting data from a diverse range of Year 7 students and, in a follow-up study for one school, a range of parents.…”

Section: Resultsmentioning

confidence: 99%

“…The RADIO approach (Timmins et al, 2003) was chosen for its clear framework which allows for flexibility in the methods of data collection and analysis. The RADIO model (see Table 1) consists of 12 steps which prompt the action researcher to take into account the complex factors surrounding their work, such as securing a genuine invitation to act and clarifying relevant organisational issues.…”

Section: Action Researchmentioning

confidence: 99%

“…*Email: rebecca.ashton@blackburn.gov.uk This last strand, action research, will be the focus for this article. It describes a series of five studies, each carried out in a different high school and each using the Research and Development in Organisations (RADIO) model (Timmins, Shepherd & Kelly, 2003). The overall aim for all five studies was to support the school in improving the experience for students coming into Year 7.…”

Section: Introductionmentioning

confidence: 99%

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

Ashton

2009

Educational Psychology in Practice

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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:

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Section: Resultsmentioning

confidence: 99%

Section: Action Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Ashton

2009

Educational Psychology in Practice

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“…The year-long study is informed by an action research methodology which enables educational organisations to evaluate, reflect and learn about their professional practice in order to inform change (Timmins et al, 2006). The Research and Development in Organisations (RADIO) model (Timmins et al, 2003) enables researchers to develop, adapt and reflect on their practice through cyclical working, providing a clear framework and enabling flexibility over research methods. The research followed the 12 distinct RADIO phases which have been aggregated into three stages that were relevant to the research, based on research by Douglas-Osborn (2017), see Table 1.…”

Section: Methodological Designmentioning

confidence: 99%

Exploring the implementation of mindfulness approaches in an early years setting

Holt¹,

Atkinson

Douglas-Osborn

2021

Journal of Early Childhood Research

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Children as young as pre-school are experiencing difficulties related to stress, anxiety and inattention which could be supported through the use of mindfulness. However, there is very little research on how to effectively deliver mindfulness approaches within Early Years (EYs) practice. A year-long action research project was conducted with an EYs setting to explore how EYs practitioners can effectively deliver mindfulness, understanding their perceptions of the impact, facilitators and challenges to successful implementation. Findings revealed various facilitating factors including: developing effective and inclusive mindfulness approaches; reflecting on practice; working collaboratively and creating a supportive community. Challenges included issues related to the school context and delivery of mindful approaches. Findings revealed perceived benefits for the children, staff and the EYs setting. Implications for practice suggest it is feasible for school psychologists to support EYs settings to develop mindfulness practices using an action research approach. Future research and study limitations are discussed.

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“…These questions may, theoretically, be put to LA staff, (working within the model), who are either currently involved in a CI response, or who are planning on developing a CI response. The remainder of the chapter considers possible areas identified for future research, initially a development using the remainder of the RADIO model (Timmins et al, 2003) and then additional research opportunities and personal reflections.…”

Section: Chapter 1 Introductionmentioning

confidence: 99%

Exploring the development of critical incident response teams

Lockhart

Woods

2016

International Journal of School & Educational Psychology

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Chapter 1: Introduction Chapter 2: Literature review 2.1 Introduction 2.1.1 History of Critical Incidents within the literature 2.1.2 Literature on Critical Incidents from 1970s 2.1.3 Literature on Critical Incidents from 1980s 2.1.4 Literature on Critical Incidents from 1990s 2.1.5 Literature on Critical Incidents from 2000 to the present 2.1.6 Summary of Literature on Critical Incidents from 1970s to the present day 2.2 Post-traumatic Stress Disorder 2.3 Prevalence of Critical Incident Response within Educational Psychology Services 2.4 How do Educational Psychology Services Respond to Critical Incidents? 2.4.1 Educational Psychology Service response within the UK 2.4.1.1 Content analysis of leaflets 2.4.2 Educational Psychology Service response within USA and Israel 2.5 Interventions 2.6 How are Local Authority Critical Incident Response Services Set Up? 2.7 What Factors Influence Change in Organisations? 2.8 How are Critical Incident Services Evaluated?

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The Research and Development in Organisations Approach and the Evaluation of a Mainstream Behaviour Support Initiative

Cited by 29 publications

References 0 publications

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

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

Exploring the implementation of mindfulness approaches in an early years setting

Exploring the development of critical incident response teams

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