Page 71 - Getting of the fence
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                                Figure 3.1. Dialogical procedure of including student voice in the development of the Comprehensive Approach
To summarise, as Figure 3.1 shows, the students of School A were presented with the underlying practical elements of the Comprehensive Approach (which we refer to as ‘the initial model’) and participated in three consecutive activities. The output of these activities led to a refinement of the initial model (which we refer to as ‘Interim model 1’). The students of school B were then presented with Interim model 1 and engaged in the same three activities as school A. The output of the students of school B (which we refer to as ‘Interim model 2’) was then used to analyse the answers of the students of school C regarding the open question survey, which led to the final model (which we refer to as ‘adapted model’).
In round 1, teacher A first selected four students based on their willingness to cooperate outside school hours (convenience sampling), who were then presented with the Dutch translation of the underlying practical elements of the four approaches of the Comprehensive Approach as presented in Chapter 2 (see Table 3.3 ‘initial model’). These four students were asked to individually write down their interpretation of the elements in their own words (i.e. written reflective account). The students were then asked to discuss their interpretations and arrive
Connecting students and researchers
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