Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners' Stories of Research

ISBN-13: 9780415676175 / Angielski / Miękka / 2012 / 160 str.

Phyllis Jones

Opis

In recent years, the concept of teachers as researchers in both special and mainstream school settings has become part of our everyday language. Whilst many educational practitioners will see the need for research within their setting, many may not be familiar with the technical elements they believe are required. Creating Meaningful Inquiry in Inclusive Classrooms shows how practitioners can engage in a wide range of educational research and explores its value to the practice of teaching and learning. It introduces the Accessible Research Cycle (ARC), an understandable and meaningful framework for classroom and school-based inquiry for educators. This supports practitioner inquiry and validates the role of the practitioner as both practitioner and researcher. The book offers guidance to practitioners on how to use the ARC using familiar language with accompanying illustrative examples from inquiry carried out in special educational settings. It promotes meaningful participation within the inquiry process for all students. As the learner population in all schools is changing and becoming more complex, the role of practitioners in exploring evidence-based educational solutions to meet the educational entitlement of children is essential. In supporting a research informed profession within education, this book will empower practitioners to become the agents of change, helping them to become reflective, strategic, investigative and inquiring practitioners.

Spis treści

Chapter 1. Reclaiming Research: Connecting research to practitioners  Phyllis Jones, Teresa Whitehurst & Katherine Hawley  Chapter 2. What Do I Want to Accomplish through My Research? – Raising practitioner awareness of Foetal Alcohol Spectrum Disorders  Carolyn Blackburn  Chapter 3. Existing Knowledge – A starting point for an exploration of parents’ views of their son or daughter’s transition to adult services  Jo Egerton  Chapter 4. Possible Ways to Involve Others – An example of including transdisciplinary investigators in a research project Sally Conway & Teresa Whitehurst  Chapter 5. Informed Consent – An ethical consideration when involving students in research  Ann Gillies  Chapter 6. Gathering Information – The ‘Voice for Choice’ project Victoria Hobday  Chapter 7. Making Sense of Data – An analysis of Alternate Assessment  Katherine Hawley  Chapter 8. Sharing Discoveries about Students’ Experiences of Inclusive Practices Christine Klopfer  Chapter 9. Relating Discoveries to Practice - Student self monitoring Aisha Holmes  Chapter 10. The ARC in action: Teachers’ Practitioners’ Perspectives Phyllis Jones, Jo Egerton & Teresa Whitehurst  Chapter 11. Back to the Future: Moving forward with practitioner research Annie Fergusson