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Creating Meaningful Inquiry in Inclusive Classrooms

Practitioners' stories of research

Edited by Phyllis Jones, Teresa Whitehurst, Jo Egerton

Routledge – 2012 – 160 pages

Purchasing Options:

  • Add to CartPaperback: $50.95
    978-0-415-67617-5
    May 21st 2012
  • Add to CartHardback: $170.00
    978-0-415-67616-8
    May 20th 2012

Description

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.

Contents

1. Reclaiming Research: Connecting research to practitioners Teresa Whitehurst, Phyllis Jones and Jo Egerton 2. What Do I Want to Accomplish through My Research? – Raising practitioner awareness of Foetal Alcohol Spectrum Disorders Carolyn Blackburn 3. Existing Knowledge – A starting point for an exploration of parents’ views of their son or daughter’s transition to adult services Jo Egerton 4. What are the possible ways to investigate what I want to know? – Parents as Research Partners Sally Conway 5. Informed Consent – An ethical consideration when involving students in research Ann Gillies 6. Gathering Information – The ‘Voice for Choice’ project Victoria Hobday 7. Making Sense of Data – An analysis of Alternate Assessment Katie Hawley 8. Sharing Discoveries about Students’ Experiences of Inclusive Practices Christine Klopfer and Ann Gillies 9. Relating Discoveries to Practice - Student self monitoring Aisha Holmes 10. Improving Teaching and Learning –The future of practitioner research Teresa Whitehurst, Jo Egerton and Phyllis Jones 11. Moving Forward – embedding research into classroom practice Ann Fergusson

Author Bio

Phyllis Jones is Associate Professor in the Department of Special Education at the University of South Florida, USA.

Teresa Whitehurst is an Independent Research Consultant who works with organisations and charities supporting children with disability.

Jo Egerton is a Research Project Co-ordinator for the Schools Network and the lead Research Coach for their Research Charter Mark Award.

Name: Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners' stories of research (Paperback)Routledge 
Description: Edited by Phyllis Jones, Teresa Whitehurst, Jo Egerton. 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...
Categories: Classroom Practice, Research Methods in Education, Inclusion and Special Educational Needs, Education Studies, Teachers & Teacher Education