Action Research for Inclusive Education (eBook, ePUB)

Participation and Democracy in Teaching and Learning
Redaktion: Armstrong, Felicity; Tsokova, Diana

• Format: ePub

Produktbeschreibung

Exploring practitioner research and the possibilities it creates for increasing student participation and developing inclusive practices in educational contexts, this insightful text explores innovative approaches to action research, and highlights the relationship between educational theory, research and practice in transformative action.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 190
• Erscheinungstermin: 24. April 2019
• Englisch
• ISBN-13: 9781351048347
• Artikelnr.: 56886455

Autorenporträt

Felicity Armstrong is Professor of Education at the Institute of Education, University College London, UK. Diana Tsokova is an independent Higher Education researcher and practitioner. She formerly worked as a Senior Lecturer in the Psychology of Special Needs in Primary Education at the Institute of Education, University College London, UK.

Inhaltsangabe

Foreword Introduction 1. Social Constructivism and Action Research:
transforming teaching and learning through collaborative practice 2.
Voices of the unheard: Dialogues with mainstream primary school teachers of
students with visual impairments in Grenada 3. Listening to students'
voices to build an inclusive school with deaf students in Saudi Arabia 4.
Scaffolding friendships and social relationships in a primary school in
England 5. Developing positive social interactions among children in a
Danish preschool 6. "The Art of Making Friends": Encouraging dialogue and
active participation in an early years classroom in Greece 7. Promoting
inclusive actions beyond classrooms in an Institute of Higher Learning in
Singapore 8. A social constructivist approach to teaching poetry with Year
8 in England 9 Encouraging the Inclusivity of International Students in
Singapore through the Literature Curriculum 10. A collaborative action
research project within a data driven culture: improving teaching and
learning through social constructivism in England 11. Changing Perceptions
of Teachers in Special Needs Education in Ireland using the Mainstream
Science Curriculum to Encourage Inclusive Education 12. 'Supporting' young
people identified as having a special educational need in their work
experience in England: critical reflections 13. From homework to home
learning: creating and implementing a non-traditional homework policy in an
international school in London 14. Creating a culture of dialogue and
transparency with parents and teachers in a primary school in Germany