What difference can we make, and how? Interpreting the challenge of inclusion in secondary schools in England and Wales through participants’ theories of change

2.50
HDL Handle:
http://hdl.handle.net/2428/49097
Title:
What difference can we make, and how? Interpreting the challenge of inclusion in secondary schools in England and Wales through participants’ theories of change
Authors:
Davies, S.M.B; Howes, A
Abstract:
If schools are to become more inclusive, practitioners need to engage with the assumptions that underpin their practice, and often the school culture as a whole. This is particularly challenging in the large and complex organisation of a secondary school. An examination of the literature finds that there are many reasons why teachers engage with, or resist, educational change in general and the development of inclusive practice in particular. Whether at the level of the individual teacher, or the departmental or pastoral group, becoming more inclusive requires a critical perspective on current practice and can sometimes appear threatening or irrelevant in the light of other priorities. The ESRC TLRP Project ‘Prosiect Dysgu Cydradd’ is co-funded by ESRC and the Welsh Assembly Government, and provides an opportunity to learn more about these issues in the comparative contexts of Wales and England. The project will explore the factors that influence teacher engagement in structured reflective practice towards more inclusive learning for students. Existing groups of secondary school teachers (in departments, for example, or pastoral groups) in schools in Wales and England will engage in a collaborative action research project in the area of pupil attitude, behaviour and learning. Further developing a systemic rather than individual pupil-focused role in schools, educational psychologists will play a key role in facilitating this process. The affordances and hindrances to teacher engagement will be monitored and an evaluation will be made of the effect of teacher engagement on student learning. This paper discusses theory of change methodology, and how the project will be using this to enhance it’s exploration of factors that influence how teachers’ change and develop their inclusive practice. It will present, using this framework, some of the early analysis of data gathered from teacher questionnaires and interviews with key stakeholders. This begins the process of trying to understand the factors that influence teacher engagement in making changes in their practice to develop inclusion.
Publisher:
BERA
Issue Date:
Sep-2005
URI:
http://hdl.handle.net/2428/49097
Additional Links:
http://www.tlrp.org/dspace/handle/123456789/421
Type:
Article
Language:
en
Appears in Collections:
Special Educational Needs

Full metadata record

DC FieldValueLanguage
dc.contributor.authorDavies, S.M.B-
dc.contributor.authorHowes, A-
dc.date.accessioned2009-02-15T12:19:23Z-
dc.date.available2009-02-15T12:19:23Z-
dc.date.issued2005-09-
dc.identifier.urihttp://hdl.handle.net/2428/49097-
dc.description.abstractIf schools are to become more inclusive, practitioners need to engage with the assumptions that underpin their practice, and often the school culture as a whole. This is particularly challenging in the large and complex organisation of a secondary school. An examination of the literature finds that there are many reasons why teachers engage with, or resist, educational change in general and the development of inclusive practice in particular. Whether at the level of the individual teacher, or the departmental or pastoral group, becoming more inclusive requires a critical perspective on current practice and can sometimes appear threatening or irrelevant in the light of other priorities. The ESRC TLRP Project ‘Prosiect Dysgu Cydradd’ is co-funded by ESRC and the Welsh Assembly Government, and provides an opportunity to learn more about these issues in the comparative contexts of Wales and England. The project will explore the factors that influence teacher engagement in structured reflective practice towards more inclusive learning for students. Existing groups of secondary school teachers (in departments, for example, or pastoral groups) in schools in Wales and England will engage in a collaborative action research project in the area of pupil attitude, behaviour and learning. Further developing a systemic rather than individual pupil-focused role in schools, educational psychologists will play a key role in facilitating this process. The affordances and hindrances to teacher engagement will be monitored and an evaluation will be made of the effect of teacher engagement on student learning. This paper discusses theory of change methodology, and how the project will be using this to enhance it’s exploration of factors that influence how teachers’ change and develop their inclusive practice. It will present, using this framework, some of the early analysis of data gathered from teacher questionnaires and interviews with key stakeholders. This begins the process of trying to understand the factors that influence teacher engagement in making changes in their practice to develop inclusion.en
dc.language.isoenen
dc.publisherBERAen
dc.relation.urlhttp://www.tlrp.org/dspace/handle/123456789/421en
dc.subjectinclusionen
dc.subjectinclusive schoolsen
dc.subjectinclusive practiceen
dc.subjectteacher engagementen
dc.titleWhat difference can we make, and how? Interpreting the challenge of inclusion in secondary schools in England and Wales through participants’ theories of changeen
dc.typeArticleen
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