ERIC Number: ED533342
Record Type: Non-Journal
Publication Date: 2012-May-21
Reference Count: 0
Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners' Stories of Research
Jones, Phyllis, Ed.; Whitehurst, Teresa, Ed.; Egerton, Jo, Ed.
Routledge, Taylor & Francis Group
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. This book contains the following: (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); and (11) Moving Forward--embedding research into classroom practice (Ann Fergusson).
Descriptors: Educational Research, Alternative Assessment, Theory Practice Relationship, Teacher Researchers, Inquiry, Inclusion, Mainstreaming, Regular and Special Education Relationship, Guides, Disabilities, Fetal Alcohol Syndrome, Knowledge Level, Transitional Programs, Parents, Research Methodology, Parent Participation, Ethics, Sampling, Data Collection, Information Dissemination, Educational Improvement
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Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A