This article sets out the fundamental
principle of education for all in Norway together
with facts and figures about the Norwegian education system.
Part 1: Preparing for AI
in Schools
Experimental learning
through improved participation: How to best ensure real student
participation and more
flexible learning in the education system?
by Ruth Nesje and Pernille Nesje
Knowledge promotion, a reform initiated by the
Ministry of Education and Research, is an
ambitious program to give everyone “the same opportunities to
develop their abilities.”
Since students are the primary users of schools, greater student
involvement was an
important goal.
Part 1: Preparing for AI
in Schools
Preparing for Appreciative Inquiry in a
School Development Project by Using Solution Focused Dialogues
by Vivian M. Luth-Hanssen and Marit Eikaas Haavimb
It is possible to prepare an organization for an Appreciative
Inquiry (AI) process by
introducing Solution Focused Dialogues (SFDs) as a way of
communication between the
organization and its important stakeholders. After using SFDs for
several years, one group
of high school teachers began to see the benefits for both themselves
and their students, and
to be aware of the need to spread the best of their experiences to
their fellow teachers and
develop the school´s tools and systems in an appreciative way. The
desire to engage in an
AI process was triggered by using SFDs.
Part 2: AI in Schools
over Time
Appreciative Inquiry as a Strategy to Develop Ringshaug Primary
School into an Extraordinary Learning Organisation
by Bjørn Hauger and Fred Ove Halvorsen
How much difference can Appreciative
Inquiry make in one school if you get everyone –
teachers, pupils and parents – involved in the process? What will it
take to get them to
accept the process? What are the rewards for doing so? The experience
of using AI at
Ringshaug Primary School led to a change of focus so complete that the
school was
transformed, a process which continues thanks to the humor, laughter,
commitment and
motivation of each person at the school.
Part 2: AI in Schools over Time
The Memory-hunting Project: Moving from
Bullying Tendencies to Joyful Moments in One Primary School Class
by Stig Roar Wigestrand and Bjørn Hauger
This article presents the use of AI-principles in a third grade class
(eight year old children) at the Ringshaug Primary School in Tønsberg,
Norway, in 2004 and 2005. The class was experiencing bullying
tendencies and other social interaction problems when the use of AI
principles
was launched during the Fall of 2005. Every adult working in the class
was involved in the implementation of AI, together with the school’s
principal and an outside consultant. The children’s parents were also
invited to participate in the process, which was focusing on gathering
examples of positive events in the class, at the school and at home.
Part 3: Results and
Impact of AI in Schools
What Impact Does
Appreciative Inquiry Have On Schools?
by Vivian Luth-Hanssen, Bjørn Hauger and Ruth Nesje
What results have emerged from Sareptas´ work using
Appreciative Inquiry (AI) as an approach to develop schools in
Norway? Are there significant changes in the schools that have used
AI for a long period of time? If so, which changes have benefited
the school leaders, the employees, the students and their parents
most? This article addresses these
questions.
Part 3: Results and
Impact of AI in Schools
Sustaining Positive
Change in a School Setting through an evolving model of AI
Nick Price, David Scully and Glyn Willoughby
Heathside School has been using AI for six years. Starting on a
project basis, AI has gradually become embedded in the strategic
planning and review procedures within the school involving the
entire school community. But how would AI fit in with the many
criteria set by the UK’s Inspectorate of Schools? The answer: in
December 2006 Heathside School achieved Healthy School Status – a
significant government status – two terms
earlier than expected with the assessor recognizing the significant
impact of AI in enabling
significant strands of the criteria to be met effectively.
