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A Process Evaluation of the Positive Educative Programme: Perceptions on Observing Pupils’ Well-being and Engagement

Roorda, V.J. (2019) A Process Evaluation of the Positive Educative Programme: Perceptions on Observing Pupils’ Well-being and Engagement.

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Abstract:Keeping track of well-being and engagement is seen as important, since, according to the Positive Educative Programme (PEP), these are the indicators of a child’s positive functioning and positively influences of the child’s learning achievements. Therefore, the aim of this study is to explore the experiences of teachers with observing well-being and engagement among their pupils during PEP. For this study, an process evaluation was held at a primary elementary school in the Netherlands. Seven teachers of this school were interviewed in semi-structured interviews to get more information about observing well-being and engagement. The process evaluation is done based on the Nielsen and Randall model (2013), which includes the implementation process, the mental models of the participants of the intervention and the contextual factors. Overall, the teachers perceived that PEP had an positive influence on their own way of observing the children’s well-being and engagement. It made the teachers more conscious about the children’s well-being and engagement during class. So, while observing the children the teachers are automatically more focused on the indicators of the positive functioning of a child, which made them want to stimulate children’s well-being and engagement.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/78355
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