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Facilitating inclusion in schools through collaborative action research

Facilitating inclusion in schools through collaborative action research
Facilitating inclusion in schools through collaborative action research
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.
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c

Messiou, Kyriaki (2018) Facilitating inclusion in schools through collaborative action research. American Educational Research Association (AERA), 2018 Annual Meeting, , New York, United States. 13 - 17 Apr 2018.

Record type: Conference or Workshop Item (Paper)

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.

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More information

Published date: January 2018
Venue - Dates: American Educational Research Association (AERA), 2018 Annual Meeting, , New York, United States, 2018-04-13 - 2018-04-17

Identifiers

Local EPrints ID: 448547
URI: http://eprints.soton.ac.uk/id/eprint/448547
PURE UUID: 406f2b6e-81c1-49e6-9ee8-d1b5b2f23713
ORCID for Kyriaki Messiou: ORCID iD orcid.org/0000-0003-3412-3108

Catalogue record

Date deposited: 26 Apr 2021 18:36
Last modified: 23 Feb 2023 03:00

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