EBOOK: Educational Inclusion as Action Research PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download EBOOK: Educational Inclusion as Action Research PDF full book. Access full book title EBOOK: Educational Inclusion as Action Research by Christine O'Hanlon. Download full books in PDF and EPUB format.
Author: Christine O'Hanlon
Publisher: McGraw-Hill Education (UK)
ISBN: 0335227325
Category : Education
Languages : en
Pages : 144
Get Book Here
Book Description
“One of the most accessible features of the book is the incorporation of vignettes of real-life action research enquiries, and in some cases, drawing on the field notes an journals kept by the teachers themselves. There is much to welcome in this book… There is an engaging honesty of tone… an abiding sense of authenticity in the author’s voice; this is writing which comes out of long professional experience of teaching pupils with learning difficulties and challenging behaviour, and equal experience of facilitating action research enquiries in her practice as a teacher educator.” European Journal of Special Needs Education In its detailed elaboration of action research as a basis for teacher professional development this book locates inclusive practice in a discursive process that continually interprets its meaning while at the same time inevitably changes educational cultures. The book starts by linking government policy with social justice and inclusion issues and argues that inclusion is currently promoted via a democratic political process, which needs to be complemented at a professional level through the demonstration of democratic and inclusive procedures in the investigatory process itself. The text argues for: *action research as a means of implementing and evaluating inclusive practice in classrooms and schools *action research as an interpretive and discursive process *inclusion related to specific educational contexts *inclusion as responsive to change and improvement at any level This book is ideal for postgraduate students, teachers and educational professionals who need a basis for developing inclusive practice.
Author: Christine O'Hanlon
Publisher: McGraw-Hill Education (UK)
ISBN: 0335227325
Category : Education
Languages : en
Pages : 144
Get Book Here
Book Description
“One of the most accessible features of the book is the incorporation of vignettes of real-life action research enquiries, and in some cases, drawing on the field notes an journals kept by the teachers themselves. There is much to welcome in this book… There is an engaging honesty of tone… an abiding sense of authenticity in the author’s voice; this is writing which comes out of long professional experience of teaching pupils with learning difficulties and challenging behaviour, and equal experience of facilitating action research enquiries in her practice as a teacher educator.” European Journal of Special Needs Education In its detailed elaboration of action research as a basis for teacher professional development this book locates inclusive practice in a discursive process that continually interprets its meaning while at the same time inevitably changes educational cultures. The book starts by linking government policy with social justice and inclusion issues and argues that inclusion is currently promoted via a democratic political process, which needs to be complemented at a professional level through the demonstration of democratic and inclusive procedures in the investigatory process itself. The text argues for: *action research as a means of implementing and evaluating inclusive practice in classrooms and schools *action research as an interpretive and discursive process *inclusion related to specific educational contexts *inclusion as responsive to change and improvement at any level This book is ideal for postgraduate students, teachers and educational professionals who need a basis for developing inclusive practice.
Author: Mary Lynn Redmond
Publisher: IAP
ISBN: 162396203X
Category : Education
Languages : en
Pages : 160
Get Book Here
Book Description
The current thrust in the field of education is to improve teachers’ understanding of how research on best practices can improve student learning. The field of world language education introduces a double, perhaps a triple, bind: teachers must be able to design and deliver instruction that aligns with national expectations for developing students’ language and intercultural abilities for success in the global workplace, yet in schools across America, all K-12 students do not have the opportunity to study languages, even though research supports their astonishing facility for acquisition. Schools and teachers without resources, including time to investigate and implement evidence-based best practices, are ultimately held accountable for student performance. If world language teachers are to advocate for languages, they must use their expertise and share evidence of their students’ progress. The American Council on the Teaching of Foreign Languages (ACTFL) recently began development of a national research priorities agenda for grades preK-16. Action research, which is classroom-centered and inquiry-based, can contribute to our profession’s efforts, as it helps us to increase awareness of the critical need for language study in grades preK-16. World language teachers can become teacher-researchers in their own classrooms, gathering deeply meaningful insights into their students’ progress that they can share with others. Teacher-researchers investigate innovative approaches in response to their questions about teaching and learning, which are rooted in daily experience. They engage their students in fresh learning activities, and student feedback helps them to make better decisions about instructional and assessment strategies. Results can be shared with stakeholders, including parents, administrators, school board members, and guidance counselors, as evidence of what all kinds of students can do in languages. At a time in our history when we are striving to prepare teachers for 21st-century schools that prioritize global competence, Action Research in the World Language Classroom is a timely resource for the profession. It describes a natural, engaging, motivating way to contribute, particularly for preservice teachers who are shaping their views and understanding about world language instruction and the connections between research and best practices. The book includes four studies conducted by preservice teachers during their student teaching internships in North Carolina public schools. The editor hopes that their work and observations will inspire and assist world language educators at all stages of their careers.
Author: Nicole Eredics
Publisher: Brookes Publishing Company
ISBN: 9781681252247
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
To create truly inclusive school and classroom environments, educators must be prepared to include all students--including students with intellectual disabilities, who are not always given the opportunity to be full participants in the classroom. This book provides an overview of the history of inclusion, the philosophy underlying inclusion, and the role that curriculum accommodations and modifications play in making inclusion possible. The author discusses four ways to modify curriculum for students working well below grade level: altering content, conceptual difficulty, educational goals, or instructional methods. She then provides 40 curriculum modification strategies, based on Robert Marzano's New Taxonomy of Educational Objectives, with directions for implementation and samples of student work.
Author: O'Hanlon, Christine
Publisher: McGraw-Hill Education (UK)
ISBN: 0335207324
Category : Education
Languages : en
Pages : 144
Get Book Here
Book Description
The book starts by linking government policy with social justice and inclusion issues and argues that inclusion is currently promoted via a democratic political process, which needs to be complemented at a professional level through the demonstration of democratic and inclusive procedures in the investigatory process itself.
Author: Phil Foreman
Publisher: Cengage AU
ISBN: 0170376176
Category : Education
Languages : en
Pages : 630
Get Book Here
Book Description
How can classroom teachers effectively differentiate learning and teaching programs to provide for the needs of every student in their class? This best-selling text begins by asking "Why include all students?" in regular classrooms and then shows how this can be done. It outlines the philosophy of inclusive education and focuses on the use of individualised planning and effective teaching practices to maximise learning outcomes within positive and productive environments. Vignettes and narratives provide real-life examples that help put the theory in context. This fifth edition includes broader coverage of issues to do with diversity and individual differences, particularly cultural and multicultural inclusion, linguistic diversity and giftedness. There is more throughout on the universal design for learning framework and on partnerships with families, while new pedagogical features encourage readers to reflect. Throughout, it emphasises a practical, research-based approach to teaching that can be applied to support students with a range of differences and additional needs.
Author: Bridget Somekh
Publisher: SAGE Publications
ISBN: 1412947081
Category : Education
Languages : en
Pages : 569
Get Book Here
Book Description
There has been a huge growth of interest in action research in educational settings over the past 20 years across the Americas, Europe, Australia and Africa - this Handbook provides a scholarly reference text that will inform the development of the field.
Author: Ramon Flecha (Ed.)
Publisher: Springer
ISBN: 3319111760
Category : Education
Languages : en
Pages : 115
Get Book Here
Book Description
This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.
Author: Sara Efrat Efron
Publisher: Guilford Publications
ISBN: 1462541666
Category : Social Science
Languages : en
Pages : 297
Get Book Here
Book Description
Acclaimed as a text and professional development tool, this user-friendly resource has now been revised and updated, and offers expanded coverage of collaborative action research (CAR) and participatory action research (PAR). Preservice and inservice educators get crucial step-by-step guidance for conducting classroom- and school-based studies to improve their instructional practices. Organized to mirror the full cycle of action research, the book provides balanced coverage of qualitative, quantitative, and mixed methods approaches. Vivid vignettes and examples illustrate research approaches for a range of teaching and learning situations, school subjects, and age groups (PreK–12). Readers learn how research approaches are driven by the research question, as well as how to develop data collection strategies; design and/or evaluate assessment tools; interpret, analyze, report, and implement study results; and design a new cycle of research that builds on the previous one. New to This Edition *In-depth descriptions of CAR and PAR--which enable groups of teachers to work together to solve problems in a classroom or school--plus examples of both throughout the book. *Expanded or new discussions (with examples) of such topics as how research approaches and methods are driven by the research question, how to assess different types of reliability and validity, the differences between analysis and interpretation, and how to use sequential cycles of research for continuous improvement and professional development. *Fully updated references and resources. Pedagogical Features *Both individual and group exercises and activities in every chapter. *New and updated checklists and guidelines that enable busy educators to self-assess the progress and quality of their studies. *Sample templates to assist in development of research instruments. *Example boxes illustrating the components of an action research report. *Summary tables highlighting key aspects of different research strategies. *Chapter summaries (now shorter for ease of use) and suggestions for further reading.
Author: Gerald J. Pine
Publisher: SAGE
ISBN: 1452278741
Category : Education
Languages : en
Pages : 417
Get Book Here
Book Description
"This is a wonderful book with deep insight into the relationship between teachers′ action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." —Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features Discusses how to build a school research culture through collaborative teacher research Delineates the role of the professional development school as a venue for constructing a knowledge democracy Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies
Author: Felicity Armstrong
Publisher: Psychology Press
ISBN: 9780415318013
Category : Action research in education
Languages : en
Pages : 170
Get Book Here
Book Description
Can action research make the project of inclusive education easier? This book provides a practical guide to ways in which research can genuinely help dismantle discriminatory and exclusionary practices. It has insider accounts of action research to help challenge readers' assumptions.
