Teacher empowerment and developing a curricular management system in municipal schools using cooperation between university and municipality in Thailand

This participatory action research project responded to the needs for educational reform and involved cooperation between Mahasarakham Municipality, which provided primary school education, and the Faculty of Education at Mahasarakham University, which played a role as academic mentor. The project aimed to improve the quality of education management by empowering teachers. In order to do so the school had to admit restricted opportunity students rather than well qualified ones. The project, which was divided into four phases, took place between 2000 and 2005. It studied collaboration between the teaching staff of the Faculty of Education who worked as academic mentors and a group of 160 teachers at seven municipal schools. In Phase 1 the emphasis was on the development of 40 model teachers from these seven schools, giving them the skills to design curricula, promote learner-centred instruction, and undertake classroom action research for problem solving. In Phase 2 this developmental activity was extended to all 160 teachers. In Phase 3 the emphasis was on the extension of teacher networks to exchange learning among these schools and to develop best practices. In Phase 4 the emphasis was on developing the curricular management system in each school to ensure and enhance quality and in order that teachers could meet national teaching standards. This would promote a positive attitude and enhance the confidence of the parents and the community in the schools because the teachers would be as qualified as those from successful government schools. The interventions used in the four phases were: workshop training, coaching, learning exchanges, clinical supervisory visits, and reflection. The results of the research and development had a positive impact on raising the quality of teaching and the curriculum in the schools and promoted educational opportunities for disadvantaged students.     

The Use of Activity Theory as a Methodology for Developing Creativity within the Art and Design Classroom

This article discusses the use of an activity theory system as an analytical tool within the school art and design classroom. It highlights reasons for its use and makes explicit its importance for investigations into teaching and learning. It proposes that through an activity theory system, teachers and researchers are enabled to reflect on the formation of thought and develop an understanding of pedagogy, where classroom roles, rules and participation are made visible. The article draws on primary research which explores the development of creativity within the English Key Stage 3 (age 11–14) art and design classroom. Illustrations are provided to show how through the use of an activity theory system a multi‐layered analysis took place. This generated reflection on relationships and structures within and surrounding the classroom, impinging creative activity. Through using the activity theory system teachers and researchers were enabled to observe the complexity of the classroom and question socio‐cultural‐political structures which empowered change.     

Use of Dialogue Journals and Video-Recording in Early Childhood Teacher Education

This study utilizes students' journaling and video-recording of field experience teaching sessions as vehicles for inquiry into the development of the process of productive reflection within the piloting phase of an experimental course, designed by the National Center for Research on Early Childhood Education (NCRECE). The NCRECE course is designed to improve teachers' interactions with children as well as their implementation of curricula to promote gains in children's social and academic development. The piloting of the NCRCEC course took place in the Winter Quarter of 2007 in a 4-year university in the Midwest United States. By guiding students to reflect on their actions through use of dialogue journals and video-recording, this action research aimed at scaffolding students' productive reflection. Students participating in the pilot course kept weekly journals with the instructor in an online dialogue format throughout the quarter. As a culminating activity, they video-recorded one language-based lesson in a preschool classroom and wrote a self-analysis of the lesson. The paper presented here is a report of a part of this study pertaining to the use of dialogue journals and videos in supervision of preservice early childhood teachers. It is hoped that this action research study will validate the concurrent use of journals and video case analyses as a means of promoting self-conscious productive reflections, and as an opportunity to clarify content knowledge and link theory to practice.     

A system-wide professional learning approach about inclusion for teachers in Hong Kong

This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive education both before and after their course. Items were selected from the Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised and Teacher Efficacy for Inclusive Practices scales that were of relevance to the objectives of this study. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control. The small amount of change in areas that teachers felt were not under their control may indicate that whatever change initiatives are put in place, they need to be holistic and systemic.     

Black doctoral student research participants: A mixed-method systematic literature review

In this study, we use a mixed-method systematic literature review of articles that include African American counselor education doctoral student participants in the research. From this corpus of inquiry, we provide an opportunity for counselor education researchers to lead the way with inclusive scholarship and the use of strengths-based frameworks. We examine how to conceptualize research particularly for African American doctoral student participants and offer suggestions on how to write the discussion and implication sections in a way to promote innovation and excellence.     

Information and advocacy: Forgotten components in the strategies for achieving inclusive education in South Africa?

Abstract

Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa as articulated in White Paper 6: Special needs education: Building an inclusive education and training system (Department of Education 2001). This article reports findings from a qualitative study which took place in KwaZulu-Natal (KZN), which ascertained participants’ evaluation of the extent to which the policy ideals of inclusive education, as articulated in White Paper 6 were being achieved. Findings revealed that there was evidence of inclusive education beginning to be implemented in KZN in that barriers to learning for many students were being addressed and removed. The specific provision in policy documents directed towards children with disabilities was behind schedule, however, and there was little evidence of full inclusion of students with disabilities in regular education. One component that was furthest behind in the milestones was the implementation of the information and advocacy programme. Implications and further consequences of this are discussed.     

Research in the field of inclusive education: time for a rethink?*

This paper sets out to challenge thinking and practice amongst researchers in the field of inclusive education. It does this based on an analysis of published articles in the International Journal of Inclusive Education between 2005 and 2015, which identified topics and methodologies used in studies of inclusive education. The analysis highlights the fact that most of the studies are only concerned with certain groups of learners and that a limited number make use of collaborative, transformative approaches. It is argued that focusing only on some students, rather than on all, is contrary to the principles of inclusive education. At the same time, given the emphasis of inclusion on enabling the participation for all students, it is argued that more research needs to adopt collaborative approaches that set out to change thinking and practice in the field. Illustrative examples from articles that used such approaches are discussed to highlight their potential benefits.     

刍议教育叙事研究

教育叙事或称教育叙事研究是一种新的教育研究方法,它因关注日常教育实践和经验的意义,贴近教师生活而逐渐得到人们的重视。本文从教育叙事兴起的原因、特点、意义等方面对教育叙事研究进行了分析和思考。     

A Case Study of An Inclusive Early Childhood Setting

Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.     

A Case Study of An Inclusive Early Childhood Setting

Research findings: This ethnographic case study examines one inclusive early childhood setting during the four week Extended School Year (ESY) session. It focuses on the participation of children with special needs, including their interactions with peers, caregivers, and the environment. Non-participant observations were conducted within the inclusive setting in which the children's behaviors and interactions were looked at and analyzed. An interview with the Early Childhood Special Education (ECSE) teacher was also conducted and analyzed. Results indicated that children with special needs regularly modeled and imitated behaviors, words, and skills of their typically developing peers, as well as those of their more advanced peers with special needs, and the teachers; individualized interventions were regularly conducted by the ECSE teacher within the general activities of the inclusive setting; and collaboration took place between the ECSE and regular early childhood teachers through joint planning of the activities and schedule, as well as providing general support to one another. Practice: Implications for effective inclusive practices are drawn. Rather than simply placing children with special needs in a class full of typically developing children, and stopping there, several elements must be provided: (a) opportunities must be available for free choice and peer interactions; (b) appropriate interventions must be conducted within the natural environment; and (c) collaboration must take place between the Early Childhood Educators and Early Childhood Special Educators.     

Perpetual Beginnings: The Role of Phenomenological Hermeneutics in Art Education

This paper reflects on the role of phenomenological hermeneutics as part of art history and theory programmes in art education. Though initially confined to Philosophy, this branch of hermeneutics can be utilised in Art Education also, as concepts explored here such as the appropriation of knowledge, interpretation, reading and understanding offer an effective tool to investigate the strength and potential of subjectivity, metaphoricity and embodiment in art practice. This paper begins with a reflection on the most effective space where theory teaching can take place and offers the concept of the hermeneutical space, where teaching is inclusive and supportive of self determined contributions to processes of theoretical reflection on art practice. A mutual learning experience is fostered in this environment, where teacher and student respect each other's readings. Finally, I put forward suggestions as to how this can be realised in an actual teaching situation by relating my own experience.     

Teachers’ attitudes towards inclusive education: a critical review of published questionnaires

Teachers’ attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion.     

Using cultural historical activity theory to uncover praxis for inclusive education

This paper explores ways in which cultural historical activity theory (CHAT) provides a useful framework for examination of reflection and action during inclusive education fieldwork. Deeper understanding of combined reflection and action – praxis – is needed for researchers and teacher educators to support teacher candidates’ implementation of inclusive practices. We present a framework that includes core components of CHAT and potential insights these elements can bring to describing, analysing, or facilitating praxis during fieldwork. In particular, we discuss affordances of identifying activity systems, examining tool appropriation, and discovering tensions in teacher fieldwork. Examples based on evidence from two studies applying a CHAT lens to inclusive education fieldwork are embedded throughout the paper to illustrate the utility of this approach.     

Making Education for All inclusive: where next?

This paper argues that a common sense of purpose around inclusive education, together with a consistent use of language, is essential if Education for All (EFA) strategies are to become more inclusive. This does not require the introduction of new techniques; rather it involves: collaboration within and between schools, closer links between schools and communities, networking across contexts, and the collection and use of contextually relevant evidence. The authors draw on research evidence relating to teaching and learning, school development, leadership and the development of education systems. This research is mostly from economically developed contexts, but it is also drawn from the experience of a UNESCO teacher education project which was conducted in over 80 countries and case study material gathered by the Enabling Education Network (EENET), which supports practitioners in documenting their experience of working towards more inclusive education, primarily in the countries of the South.

Using action research to address the mental health needs of older people: a reflection and discussion of real‐world problems

Action research provides an opportunity to implement and understand the process of change in practice settings, as well as develop theoretical insights into complex social situations. The provision of mental healthcare for older people within the general hospital is one such situation, and this paper presents a discussion and reflection on the use of action research in this setting. The background to the project is described, followed by a discussion of three major issues that emerged for us: the extent to which we were able to promote democracy and maintain and demonstrate democratic behaviour, the problems and pitfalls of operationalising grounded theory methodology within an action research approach, and the challenges of developing an authentic and credible account of the care of older people with mental health needs. This paper aims to add to a discourse regarding action research and will be of value to researchers using this approach across a range of health, social care and educational settings.     

Confidence in their own ability: postgraduate early childhood students examining their attitudes towards inclusive education

This study explores reflections of a group of postgraduate early childhood students in relation to their self‐reported attitudes towards inclusive education. Participant self‐reported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the Concerns about Inclusive Education Scale (CIES). Data were collected at the commencement and conclusion of a university unit focused on difference and disability. Within this unit, participants undertook individual self‐directed projects in which they identified, researched and provided recommendations to address issues of particular concern to them in relation to inclusive early childhood education. Participants’ written reflections were also examined in the context of the quantitative data in order to provide greater insight into the changing attitudes of pre‐service early childhood teachers over the course of one university semester. The findings of this provide some evidence to suggest that engaging in self‐reflection on attitudes and beliefs, along with developing practical skills for educating children of diverse abilities, may lead to more positive views of inclusive education. Furthermore, the importance of developing confidence in the ability to teach all children is highlighted through the student comments and responses to the ATIES and CIES.     

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools

This article traces the development of Inclusive Inquiry, a new approach to the promotion of inclusion in schools. It explains how this builds on a programme of research carried out by the authors over a period of 20 years. Central to the approach is dialogue amongst teachers and their students about how to make lessons more inclusive. This involves children becoming researchers who learn how to use research techniques to gather the views of their classmates, as well as observing lessons. The approach was refined as a result of a 3-year action research study carried out with a network of eight secondary schools, in three European countries. It was then trialled in 30 primary schools, in five European countries. In each country a team of university researchers supported, recorded and analysed the action research as it occurred, using observations, interviews and surveys. The article provides an analysis of the impact on the thinking and practices of teachers, and on the attitudes and engagement of students in learning. It is argued that Inclusive Inquiry is an approach that facilitates dialogues that can lead to transformations of practices and thinking, and the development of inclusive schools. Some of the challenges involved in using the approach in schools are identified.     

Formative research on an early stage of the systemic change process in a small school district

This study utilised a qualitative research methodology known as formative research to improve the process guidelines that are described in the Guidance System for Transforming Education (GSTE). This study took place in a small (5447 students), partly urban and partly rural school district in Indiana. The researchers, also serving as change facilitators, investigated an early stage of the systemic change process as outlined in the GSTE. Specifically, the research focused on field‐testing and improving the process for assessing the district's readiness for change. It was found that this process could have been improved if the facilitators had had more guidance to help them develop the interview protocols.     

Narratives and activity theory as reflective tools in action research

Narratives and activity theory are useful as socially constructed data collection tools that allow a researcher access to the social, cultural and historical meanings that research participants place on events in their lives. This case study shows how these tools were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice. The tools are shown to individually and jointly aid insight, understanding and action. The participants generated data through narratives and analysed the data with an activity theoretical framework. These were then interpreted as cultural historical artefacts by the researcher. The socially constructed paradigm within which they are situated, their participative use, and their creation of insight, understanding and action make them ideal as action research tools.