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Creating Meaningful Inquiry in Inclusive Classrooms

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8th Grade Public School
accessible research frameworks
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alcohol
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Building Bridges Project
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Choice Project
classroom-based research
disorders
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ethical research practices
FASD
fetal
Fetal Alcohol Spectrum Disorders
Fixed Design Study
Functional Reinforcer
inclusive education strategies
informed
Informed Consent
Informed Consent Process
Inquiry Project
Institutional Review Board
IRB Approve Consent Form
Key Words
Literature Review
Mixed Methods Approach
ndings
Person Centred Approaches
Picture Exchange Communication System
practitioner
Practitioner Inquiry Project
practitioner-led educational inquiry
research
researcher
School Based Action Research Projects
School Community Impact
special needs pedagogy
spectrum
student voice inclusion
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Product details

  • ISBN 9780415676168
  • Weight: 460g
  • Dimensions: 156 x 234mm
  • Publication Date: 21 May 2012
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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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.

About

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.