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Transitions in the SEND system: collective research planning through action learning (AoP 1).

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Title: Transitions in the SEND system: collective research planning through action learning (AoP 1).
Authors: Murphy, Anne1 anne.murphy.oyon@me.com, Tusting, Karin2, Ainsworth, Diane3, Lovatt FRSA, Andy4, Norburn, Diane5
Source: Action Learning: Research & Practice. Nov2025, Vol. 22 Issue 3, p341-347. 7p.
Subject Terms: *EMAIL, *STRATEGIC planning, ACTIVE learning, SPECIAL education, CONTENT analysis
Abstract: This paper tells the story of how a small group of academics and practitioners worked together using action learning to produce a collectively planned research proposal aimed at addressing challenges in the English special educational needs and disabilities (SEND) system. A genuine attempt to try something new, the paper reflects on the pros and cons of taking an approach which tries to balance doing action learning with engaging in research planning. After describing some of the challenges the SEND system faces, the paper focuses on the topic of transitions which emerged as a common theme in the action learning set we established. The paper summarises some of the problems brought to the set by its members, the asynchronous action learning process which evolved over email, the analysis of the textual threads contained in the emails and the emerging research focus on the importance of strategic documents which aim to introduce change. The paper concludes by reflecting on what we have learned from the process focusing especially on the tensions between research and practice. [ABSTRACT FROM AUTHOR]
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Database: Business Source Index
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Abstract:This paper tells the story of how a small group of academics and practitioners worked together using action learning to produce a collectively planned research proposal aimed at addressing challenges in the English special educational needs and disabilities (SEND) system. A genuine attempt to try something new, the paper reflects on the pros and cons of taking an approach which tries to balance doing action learning with engaging in research planning. After describing some of the challenges the SEND system faces, the paper focuses on the topic of transitions which emerged as a common theme in the action learning set we established. The paper summarises some of the problems brought to the set by its members, the asynchronous action learning process which evolved over email, the analysis of the textual threads contained in the emails and the emerging research focus on the importance of strategic documents which aim to introduce change. The paper concludes by reflecting on what we have learned from the process focusing especially on the tensions between research and practice. [ABSTRACT FROM AUTHOR]
ISSN:14767333
DOI:10.1080/14767333.2025.2564540