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Collaborative action research: facilitating inclusion in schools

Collaborative action research: facilitating inclusion in schools
Collaborative action research: facilitating inclusion in schools
This paper explores the ways in which collaborative action research can facilitate the development of inclusive practices and thinking in schools. The paper uses examples from a study that involved three countries and eight secondary schools to illustrate how the process of collaborative action research promoted inclusive thinking and practices. The study combined a well-established approach of professional development - lesson study - and a framework for engaging with the views of students. This led to a distinctive model of teacher professional development that has at its core the idea of engaging with the views of students. Thematic analysis of data collected from all the settings over three years, highlighted three ways in which collaborative action research led to the promotion of inclusive practices and thinking in schools: through teacher collaboration; through the development of reflective practice; and through student active participation. It is argued that what was distinctive through the process was the fact that collaboration occurred between adults and students, something that is less evident in the collaborative action research literature. Through this process inclusive thinking and practices were developed.
0965-0792
1-13
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c

Messiou, Kyriaki (2018) Collaborative action research: facilitating inclusion in schools. Educational Action Research, 1-13. (doi:10.1080/09650792.2018.1436081).

Record type: Article

Abstract

This paper explores the ways in which collaborative action research can facilitate the development of inclusive practices and thinking in schools. The paper uses examples from a study that involved three countries and eight secondary schools to illustrate how the process of collaborative action research promoted inclusive thinking and practices. The study combined a well-established approach of professional development - lesson study - and a framework for engaging with the views of students. This led to a distinctive model of teacher professional development that has at its core the idea of engaging with the views of students. Thematic analysis of data collected from all the settings over three years, highlighted three ways in which collaborative action research led to the promotion of inclusive practices and thinking in schools: through teacher collaboration; through the development of reflective practice; and through student active participation. It is argued that what was distinctive through the process was the fact that collaboration occurred between adults and students, something that is less evident in the collaborative action research literature. Through this process inclusive thinking and practices were developed.

Text Messiou_Educational Action Research Journal_Finalapprovedforpublication2018 - Accepted Manuscript
Restricted to Repository staff only until 27 July 2019.
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Accepted/In Press date: 27 January 2018
e-pub ahead of print date: 11 February 2018

Identifiers

Local EPrints ID: 417622
URI: https://eprints.soton.ac.uk/id/eprint/417622
ISSN: 0965-0792
PURE UUID: 3ed4e277-5880-4f54-b5ce-f466826aa4d0

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Date deposited: 07 Feb 2018 17:30
Last modified: 26 Apr 2018 16:31

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