Creating Meaningful Inquiry In Inclusive Classrooms: Practitioners' Stories Of Research by Phyllis JonesCreating Meaningful Inquiry In Inclusive Classrooms: Practitioners' Stories Of Research by Phyllis Jones

Creating Meaningful Inquiry In Inclusive Classrooms: Practitioners' Stories Of Research

EditorPhyllis Jones, Teresa Whitehurst, Jo Egerton

Paperback | May 21, 2012

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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 Classroomsshows 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.

Phyllis Jonesis Associate Professor in the Department of Special Education at the University of South Florida, USA.Teresa Whitehurstis an Independent Research Consultant who works with organisations and charities supporting children with disability.Jo Egertonis a Research Project Co-ordinator for the Schools Network and the lead Resear...
Title:Creating Meaningful Inquiry In Inclusive Classrooms: Practitioners' Stories Of ResearchFormat:PaperbackDimensions:160 pages, 9.21 × 6.14 × 0.68 inPublished:May 21, 2012Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415676177

ISBN - 13:9780415676175

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Table of Contents

1. Reclaiming Research: Connecting research to practitionersTeresa Whitehurst, Phyllis Jones and Jo Egerton 2. What Do I Want to Accomplish through My Research? ¿ Raising practitioner awareness of Foetal Alcohol Spectrum DisordersCarolyn Blackburn 3. Existing Knowledge ¿ A starting point for an exploration of parents¿ views of their son or daughter¿s transition to adult servicesJo Egerton  4. What are the possible ways to investigate what I want to know? ¿ Parents as Research PartnersSally Conway  5. Informed Consent ¿ An ethical consideration when involving students in researchAnn Gillies  6. Gathering Information ¿ The ¿Voice for Choice¿ projectVictoria Hobday  7. Making Sense of Data ¿ An analysis of Alternate AssessmentKatie Hawley  8. Sharing Discoveries about Students¿ Experiences of Inclusive PracticesChristine Klopfer and Ann Gillies  9. Relating Discoveries to Practice - Student self monitoringAisha Holmes  10. Improving Teaching and Learning ¿The future of practitioner researchTeresa Whitehurst, Jo Egerton and Phyllis Jones11. Moving Forward ¿ embedding research into classroom practiceAnn Fergusson