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Improving the context for inclusion: personalising teacher development through collaborative action research

Improving the context for inclusion: personalising teacher development through collaborative action research

Howes, Andy; Davies, S. M. B; Fox, Sam

This text addresses the requirement for increasing the multi-agency capacity around young people. It analyses accounts of collaborative action research to show how teachers can engage with inclusion for the benefit of themselves and their pupils

eBook, Paperback, Hardback, Electronic resource, Book. English.
Published London: Routledge, 2009
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Available: Newton Park

  • Newton Park – One available in Main Collection 371.9046/HOW

    Barcode Shelfmark Loan type Status
    00292446 Main Collection 371.9046/HOW Standard Available

Details

Statement of responsibility: Andy Howes, S.M.B. Davies and Sam Fox
ISBN: 0203875133, 0415473411, 041547342X, 9780203875131, 9780415473415, 9780415473422
Intended audience: Specialized.
Note: Includes bibliographical references and index.
Physical Description: viii, 198 p. : ill. ; 22 cm.
Series: Improving learning TLRP
Subject: Action research in education Great Britain.; School improvement programs Great Britain.; Inclusive education; Teacher development; Inclusive education Great Britain.; Action research; Teachers In-service training Great Britain.

Contents

  1. Part I: What is the Issue?
  2. 1. Inclusion is a challenge
  3. 2. Teachers are the solution
  4. Part II: What Does the Research Tell Us?
  5. 3. Action research for inclusion
  6. 4. What helps teachers?
  7. 5. What is the impact for pupils?
  8. 6. What makes effective facilitation?
  9. Part III: What are the Implications?
  10. 7. Conclusion: Improving the Context for Inclusion

Author note

Andy Howesis a Senior Lecturer in the School of Education at the University of Manchester.

Sue Daviesis a Senior Lecturer in the School of Education Studies and Social Inclusion at Trinity College Carmarthen, University of Wales.

Sam Foxis a Lecturer in Education at Edge Hill University.