Responding to Diversity in Schools provides guidance for education practitioners on how to use an inquiry-based approach in responding to learner diversity. It supports readers in addressing an agenda for change, considering questions such as:

• Who are the learners who are missing out?
• What evidence do we need in order to understand the barriers faced by these learners?
• How can we analyse this evidence in order to find effective ways of moving forward?

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Collaboration and networking have recently come to the fore as major school improvement strategies in a number of countries. A variety of initiatives, from government and other agencies, have encouraged collaboration and led to a lot of practical activity in this area. However, at present there are no texts in education that explore collaboration and networking from both a theoretical and practical perspective. In this book, we aim to provide a theoretical background to educational collaboration, drawing on research and theory in policy studies, psychology and sociology, leading ultimately to...

This text takes the view that marginalization, exclusion, and underachievement take many forms and affect many different kinds of child. It focuses on barriers to participation and learning experienced by pupils, the practices that can overcome these barriers, and more.

Despite consistent improvements in the school systems of over recent years, there are still too many children who miss out. It is not only children from disadvantaged backgrounds attending hard-pressed urban schools that the system is failing - even in the most successful schools there are often groups of learners whose experience of schooling is less than equitable.

As a result of their close involvement with a group of schools serving a predominantly working-class community over five years, the authors of this book offer an analysis of how marginalisation within schools can arise,...

First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.