A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program

Review of Educational Research

Volumn 83, Issue 3, 2013, Pages 319-356

  Waitoller, Federico R ^a   Artiles, Alfredo J ^b  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

boundary practices; inclusive education; intersectionality; professional development; teacher learning

Indexed keywords

EID: 84880986218     PISSN: 00346543     EISSN: None     Source Type: Journal    
DOI: 10.3102/0034654313483905     Document Type: Review

References (137)

1. Ainscow M.,Booth T.,Dyson A.Improving schools, developing inclusion. London: Routledge; 2006a:.
2. *Ainscow M.,Booth T.,Dyson A.Inclusion and the standards agenda: Negotiating policy pressures in England.International Journal of Inclusive Education. 2006b;10:295-308.
3. Akkerman S. F.,Bakker A.Boundary crossing and boundary objects.Review of Educational Research. 2011;81 (2): 132-169.
4. *Alton-Lee A.,Rietveld C.,Klenner L.,Dalton N.,Diggins C.,Town S.Inclusive practice within the lived cultures of school communities: Research case studies in teaching, learning and inclusion.International Journal of Inclusive Education. 2000;4 (3): 179-210.
5. Andrews L.Preparing general education pre-service teachers for inclusion: Web-enhanced case-based instruction.Journal of Special Education Technology. 2002;17 (3): 27-35.
6. *Angelides P.,Georgiou R.,Kyriakou K.The implementation of a collaborative action research programme for developing inclusive practices: Social learning in small internal networks.Educational Action Research. 2008;16:557-568.
7. Apple M. W.Ideology and curriculum. 2009). Ideology and curriculum (3rd ed.). New York, NY: RoutledgeFalmer.New York, NY: RoutledgeFalmer; 2009:.
8. *Argyropoulos V.,Nikolaraizi M. A.Developing inclusive practices through collaborative action research.European Journal of Special Needs Education. 2009;24 (2): 139-153.
9. Artiles A. J.Diversity or difference? Grappling with the intersections of culture, learning and dis/ability. Lincoln, ND: Special Education and Communications Disorders Department, University of Nebraska, Lincoln; 2003:.
10. Artiles A. J. Seminar conducted at Universidad de la Laguna; 2010Canary Islands, Spain; 2010.
11. Artiles A. J.Toward an interdisciplinary understanding of educational inequity and difference: The case of the racialization of ability.Educational Researcher. 2011;40 (9): 431-445.
12. Artiles A. J.,Harris-Murri N.,Rostenberg D.Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead.Theory Into Practice. 2006;45 (3): 260-268.
13. Artiles A. J.,Klingner J. K.,Sullivan A.,Fierros E.Forbidden language: English learners and restrictive language policies. Gándara P.Hopkins M., ed. New York, NY: Teachers College Press; 2010:102-117.
14. Artiles A. J.,Kozleski E. B.Beyond convictions: Interrogating culture, history, and power in inclusive education.Journal of Language Arts. 2007;84 (4): 351-358.
15. Artiles A. J.,Kozleski E. B.,Dorn S.,Christensen C.Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda.Review of Research in Education. 2006;30 (1): 65-108.
16. ArtilesA. J.KozleskiE. B.GonzalezT. (2011). Para além da sedução da educação inclusiva nos Estados Unidos: Confrontando o poder, construindo uma agenda histórico-cultural [Beyond the seduction of inclusive education in the United States: Confronting power, building a cultural-historical agenda]. Revista Teias, 12(24). Retrieved from http://www.periodicos.proped.pro.br/index.php?journal=revistateias&page=article&op=view&path[]=820.
17. Inclusive education: Examining equity on five continents. Artiles A. J.Kozleski E. B.Waitoller F. R., ed. Cambridge, MA: Harvard Educational Press; 2011:.
18. Artiles A. J.,Kozleski E. B.,Waitoller F.,Lukinbeal C.Inclusive education: Examining equity on five continents. Artiles A. J.Kozleski E. B.Waitoller F. R., ed. Cambridge, MA: Harvard Education Press; 2011:45-68.
19. Artiles A. J.,Waitoller F. R.,Neal R.Chicano school failure and success: Past, present, and future. Valencia R., ed. New York, NY: Routledge; 2010:213-234.
20. Avalos B.Teacher professional development in Teaching and Teacher Education over ten years.Teaching and Teacher Education. 2011;27 (1): 10-20.
21. *Avramidis E.,Bayliss P.,Burden R.A survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority.Educational Psychology. 2000;20 (2): 191-211.
22. *Avramidis E.,Kalyva E.The influence of teaching experience and professional development on Greek teachers' attitudes towards inclusion.European Journal of Special Needs Education. 2007;22 (4): 367-389.
23. Bagliery S.,Bejoian L. M.,Broderick A. A.,Connor D. J.,Valle J.[Re]claiming inclusive education toward cohesion in educational reform: Disability studies unravels the myth of the normal child.Teachers College Record. 2011;113 (10): 2122-2154.
24. Berhanu G.Ethnic minority pupils in Swedish schools: Some trends in overrepresentation of minority pupils in special educational programs.International Journal of Special Education. 2008;23 (3): 17-29.
25. Booth T.,Ainscow M.Index for inclusion: Developing learning and participation in schools. London: Center for Studies on Inclusive Education; 2002:.
26. Bransford J.,Brown A. L.,Cocking R. R.,Donovan M. S.How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press; 2000:.
27. *Brownell M. T.,Yeager E. A.,Sindelar P. T.Teacher learning cohorts: A vehicle for supporting beginning teachers.Teacher Education and Special Education. 2004;27:174-189.
28. *Bryant D. P.,Linan-Thompson S.,Ugel N.The effects of professional development for middle school general and special education teachers on implementation of reading strategies in inclusive content area classes.Learning Disability Quarterly. 2001;24 (4): 251-264.
29. *Capobianco B. M.Science teachers' attempts at integrating feminist pedagogy through collaborative action research.Journal of Research in Science Teaching. 2007;44 (1): 1-32.
30. *Capobianco B. M.,Lincoln S.,Canuel-Browne D.Examining the experiences of three generations of teacher researchers through collaborative science teacher inquiry.Teacher Education Quarterly. 2006;33 (3): 61-78.
31. *Carrington S.,Robinson R.A case study of inclusive school development: A journey of learning.International Journal of Inclusive Education. 2004;8 (2): 141-153.
32. *Clark N. M.,Cushing L. S.,Kennedy C. H.An intensive onsite technical assistance model to promote inclusive educational practices for students with disabilities in middle school and high school.Research and Practice for Persons With Severe Disabilities. 2004;29 (4): 253-262.
33. Cochran-Smith M.,Dudley-Marling C.Diversity in teacher education and special education.Journal of Teacher Education. 2012;63 (4): 237-244.
34. Cole M.Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Harvard; 1996:.
35. Conway O.,Artiles A. J.Designing performance assessment systems for urban teacher preparation. Peterman F., ed. Mahwah, NJ: Lawrence Erlbaum; 2005:21-48.
36. *Coombs-Richardson R.,Mead J.Supporting general educators' inclusive practices.Teacher Education and Special Education. 2001;24:383-390.
37. Corbett J.,Slee R.Inclusive education: Policy contexts and comparative perspectives. Armstrong F.Armstrong D.Barton L., ed. London: David Fulton; 2000:133-146.
38. Crenshaw K.Foundations of feminist legal theory. Weisberg D. K., ed. Philadelphia, PA: Temple University Press; 1989:383-395.
39. Crenshaw K.Mapping the margins: Intersectionality, identity politics, and violence against women of color.Stanford Law Review. 1991;43 (6): 1241-1299.
40. Crenshaw K.Critical race theory. Crenshaw K.Gotanda N.Peller G.Thomas K., ed. New York, NY: The New Press; 1995:357-383.
41. *Davies S. M.,Howes A. J.,Farrell P.Tensions and dilemmas as drivers for change in analysis of joint working between teachers and educational psychologist.School Psychology International. 2008;29 (4): 400-417.
42. de Valenzuela J. S.,Copeland S. R.,Huaqing Qi C.,Park M.Examining educational equity: Revisiting the disproportionate representation of minority students in special education.Exceptional Children. 2006;72:425-441.
43. *Deppeler J.Improving inclusive practices in Australian schools: Creating conditions for university-school collaboration in inquiry.European Journal of Psychology of Education. 2006;21 (3): 347-360.
44. *Deppeler J.,Harvey D.Validating the British Index for Inclusion for the Australian context: Stage one.International Journal of Inclusive Education. 2004;8 (2): 155-184.
45. Dumas M. J.Theory and educational research. Anyon J., ed. New York, NY: Routledge; 2009:81-102.
46. *Dymond S. K.,Renzaglia A.,Rosenstein A.,Chun E. J.,Banks R. A.,Niswander V.,Gilson C. L.Using participatory action research approach to create a universally designed inclusive high school science course: A case study.Research & Practice for Persons With Severe Disabilities. 2006;31 (4): 293-308.
47. *Dyson A.,Gallannaugh F.National policy and the development of inclusive school practices: A case study.Cambridge Journal of Education. 2007;37 (4): 473-488.
48. Dyson A.,Howes A.,Roberts B.A systematic review of the effectiveness of school-level actions for promoting participation by all students. London: Institute of Educaiton; 2002:.
49. Dyson A.,Kozleski E. B.Dilemmas and alternatives in the classification of children with disabilities: New perspectives. Florian L.McLaughlin M., ed. Thousand Oaks, CA: Corwin Press; 2008:170-190.
50. Edwards A.Relational agency in professional practice: A CHAT analysis.An International Journal of Human Activity Theory. 2007;1:1-17.
51. *Edwards C. J.,Carr S.,Siegel W.Influences of experiences and training on effective teaching practices to meet the needs of diverse learners in schools.Education. 2006;126 (3): 580-592.
52. Engeström Y.Learning by expanding: An activity-theoretical approach to developmental research. Helsinky: Orienta-Konsultit Oy; 1987:.
53. Engeström Y.Perspectives on activity theory. Engeström Y.Miettinen R.Punamäki R., ed. Cambridge, UK: Cambridge University Press; 1999:377-404.
54. Engeström Y.Expansive learning at work: Toward an activity theoretical reconceptualization.Journal of Education and Work. 2001;14 (1): 133-156.
55. Erevelles N.,Minear A.Unspeakable offenses: Untangling race and disability in discourses of intersectionality.Journal of Literary & Cultural Disability Studies. 2010;4 (2): 127-145.
56. *Ernst C.,Rogers M. R.Development of the Inclusion Attitude Scale for High School Teachers.Journal of Applied School Psychology. 2009;25 (3): 305-322.
57. *Fearnley-Sander M.,Moss J.,Harbon L.Reading for meaning: Problematizing inclusion in Indonesian civic education.International Journal of Inclusive Education. 2004;8 (2): 203-219.
58. Feiman-Nemser S.From preparation to practice: Designing a continuum to strengthen and sustain teaching.Teachers College Record. 2001;103:1013-1055.
59. Fierros E. G.,Conroy J. W.Racial inequity in special education. Losen D. J.Orfield G., ed. Cambridge MA: Harvard Education Press; 2002:39-70.
60. Florian L.,Rouse M.The inclusive practice project in Scotland: Teacher education for inclusive education.Teaching & Teacher Education. 2009;25 (4): 594-601.
61. *Forlin C.Promoting inclusivity in Western Australian schools.International Journal of Inclusive Education. 2004;8 (2): 185-202.
62. Teacher education for inclusion: Changing paradigms and innovative approaches. Forlin C., ed. Abingdon, UK: Routledge; 2010:.
63. Reform, inclusion and teacher education: Towards a new era of special education in the Asia-Pacific region. Forlin C.Lian M. G. J., ed. Abingdon, UK: Routledge; 2008:.
64. Fraser N.Justice interruptus: Critical reflections on the postsocialist condition. London: Routledge; 1997:.
65. Fraser N.Scales of justice: Reimagining political space in a globalizing world. Cambridge, MA: Polity Press; 2008:.
66. Fraser N.,Honneth A.Redistribution or recognition? A political-philosophical debate. London: Verso; 2003:.
67. Gee J. P.Assessment, equity, and opportunity to learn. Moss A. A.Pullin D. C.Gee J. P.Haertel E. H.Young L. J., ed. Cambridge, UK: Cambridge University Press; 2006:76-108.
68. Gewirtz S.Conceptualizing social justice in education: Mapping the territory.Journal of Educational Policy. 1998;13 (4): 469-484.
69. Giroux H. A.Pedagogy and the politics of hope. Boulder, CO: Westview; 1997:.
70. Greeno J. G.The Cambridge handbook of the learning sciences. Sawyer R. K., ed. New York, NY: Cambridge University; 2006:79-96.
71. Grossman P. L.,Thompson C.District policies and begining teachers: A lens on teacher learning.Educational Evaluation and Policy Analysis. 2004;26 (4): 281-301.
72. Hancock A.When multiplication doesn't equal quick addition: Examining intersectionality as a research paradigm.Perspectives on Politics. 2007;5:63-79.
73. Hausstätter R. S.,Takala M.The core of special education teacher education: A comparison of Finland and Norway.European Journal of Special Needs Education. 2008;23:121-134.
74. Hemingway J.,Armstrong F.Space, place and inclusive learning.International Journal of Inclusive Education. 2012;16 (5-6): 479-483.
75. Hodkinson A.,Devarakonda C.Conceptions of inclusion and inclusive education: A critical examination of the perspectives and practices of teachers in India.Research in Education. 2009;82:85-99.
76. *Hodson P.,Baddeley A.,Laycock S.,Williams S.Helping secondary schools to be more inclusive of year 7 pupils with SEN.Educational Psychology in Practice. 2005;21 (1): 53-67.
77. *Howes A.,Booth T.,Dyson A.,Frankham J.Teacher learning and the development of inclusive practices and policies: Framing and context.Research Papers in Education. 2005;20:133-148.
78. *Huai N.,Braden J. P.,White J. L.Effect of an internet-based professional development program on teachers' assessment literacy for all students.Teacher Education and Special Education. 2006;29:244-260.
79. *Johnson L. R.Inservice training to facilitate inclusion: An outcomes evaluation.Reading & Writing Quarterly. 2000;16:281-287.
80. *Jorgensen C. M.,McSheehan M.,Sonnenmeier R. M.Presumed competence reflected in the educational programs of students with IDD before and after the beyond access professional development intervention.Journal of Intellectual & Developmental Disability. 2007;32:248-262.
81. *Kim J.,Park E.,Snell M. E.Impact of information and weekly contact on attitudes of Korean general educators and nondisabled students regarding peers with disabilities.Mental Retardation. 2005;43 (6): 401-415.
82. *Kirch S. A.,Bargerhuff M. E.,Turner H.Inclusive science education: Classroom teacher and science educator experiences in CLASS workshops.School Science and Mathematics. 2005;105 (4): 175-196.
83. *Klingner J. K.,Ahwee S.,Pilonieta P.,Menendez R.Barriers and facilitators in scaling up research-based practices.Exceptional Children. 2003;69 (4): 411-429.
84. *Klingner J. K.,Arguelles M. E.,Hughes M. T.Examining the schoolwide spread of research-based practices.Learning Disability Quarterly. 2001;24 (4): 221-234.
85. *Klingner J. K.,Vaughn S.The changing roles and responsibilities of an LD specialist.Learning Disabilities Quarterly. 2002;25:19-31.
86. Knapp M. S.Professional development as a policy pathway.Review of Research in Education. 2003;27 (1): 109-157.
87. *Kosko K. W.,Wilkins J. L. M.General educators' in-service training and their self-perceived ability to adapt instruction for students with IEPs.Professional Educator. 2009;33 (2): 1-10.
88. Kozleski E. B.,Waitoller F. R.Teacher learning for inclusive education: Understanding teaching as a cultural and political practice.International Journal of Inclusive Education. 2010;14 (7): 655-666.
89. *Kugelmass J. W.Collaboration and compromise in creating and sustaining an inclusive school.International Journal of Inclusive Education. 2001;5:47-65.
90. Lave J.,Wenger E.Situated learning: Legitimate peripheral participation. Cambridge, UK: University of Cambridge Press; 1991:.
91. *Layne A.,Jules V.,Kutnick P.,Layne C.Academic achievement, pupil participation and integration of group work skills in secondary school classrooms in Trinidad and Barbados.International Journal of Educational Development. 2008;28 (2): 176-194.
92. Leonardo Z.Critical pedagogy and race. Malden, MA: Blackwell; 2005:.
93. Leonardo Z.Race, whiteness, and education. New York, NY: Routledge; 2009:.
94. Leonardo Z.Handbook of cultural politics and education. Leonardo Z., ed. Rotterdam, the Netherlands: Sense Publishers; 2010:1-45.
95. *Lloyd C.Developing and changing practice in special educational needs through critically reflective action research: A case study.European Journal of Special Needs Education. 2002;17:109-127.
96. Löser J. M.,Werning R.Inclusive education: Examining equity in five continents. Artiles A. J.Kozleski E. B.Waitoller F. R., ed. Cambridge, MA: Harvard Education Press; 2011:89-100.
97. Luciak M.,Biewer G.Inclusive education: Examining equity in five continents. Artiles A. J.Kozleski E. B.Waitoller F. R., ed. Cambridge, MA: Harvard Education Press; 2011:17-44.
98. Max C.Cultural-historical perspective on teacher education and development. Ellis V.Edwards A.Smagorinsky P., ed. London: Routledge; 2010:212-240.
99. McLaughlin M. J.,Jordan A.Contextualizing inclusive education: Evaluating old and new international perspectives. Mitchell D., ed. London: Routledge; 2005:89-113.
100. Miles M. B.,Huberman A. M.Qualitative data analysis. 1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.Thousand Oaks, CA: Sage; 1994:.
101. *Miller K. J.,Wienke W. D.,Savage L. B.Elementary and middle/secondary educator's pre and post training perceptions of ability to instruct students with disabilities.Rural Special Education Quarterly. 2000;19 (3/4): 3-14.
102. Mitchell D. T.A history of disability. Ann Arbor, MI: University of Michigan Press; 2009:vii-xiv.
103. *Mueller C.Creating a joint partnership: Including qallunaat teacher voices within nunavik education policy.International Journal of Inclusive Education. 2006;10 (4): 429-447.
104. Digest of education statistics. Washington, DC: Author; 2012:.
105. North C. E.More than words? Delving into the substantive meaning(s) of "social justice" in education.Review of Educational Research. 2006;76 (4): 507-535.
106. Nye B.,Konstantanopoulos S.,Hedges L. V.How large are teacher effects?.Educational Evaluation and Policy Analysis. 2004;26 (3): 240-258.
107. Teachers matter: Attracting, developing, and retaining effective teachers. Paris: Author; 2005:.
108. *Parker B.Instructional adaptations for students with learning disabilities: An action research project.Intervention in School & Clinic. 2006;42 (1): 56-58.
109. *Peters S.Inclusive education in accelerated and professional development schools: A case-based study of two school reform efforts in the USA.International Journal of Inclusive Education. 2002;6 (4): 287-308.
110. Pugach M. C.,Blanton L. P.Enhancing diversity in dual certification programs.Journal of Teacher Education. 2012;63 (4): 254-267.
111. Pugach M. C.,Blanton L. P.,Correa V. I.A historical perspective on the role of collaboration in teacher education reform: Making good on the promise of teaching all students.Teacher Education and Special Education. 2011;34 (3): 183-200.
112. Pugach M. C.,Blanton L. P.,Florian L.Unsettling conversations.Journal of Teacher Education. 2012;63 (4): 235-236.
113. *Robinson R.,Carrington S.Professional development for inclusive schooling.The International Journal of Educational Management. 2002;16 (5): 239-247.
114. Rose D. H.,Meyer A.,Hitchcock C.The universally designed classroom: Accesible curriculum and digital technologies. Cambridge, MA: Harvard Education Press; 2006:.
115. Rueda R.,Stillman J.The 21st century teacher.Journal of Teacher Education. 2012;63 (4): 245-253.
116. *Sari H.The influence of an in-service teacher training (INSET) programme on attitudes towards inclusion by regular classroom teachers who teach deaf students in primary schools in Turkey.Deafness & Education International. 2007;9 (3): 131-146.
117. Slee R.Teacher education for inclusion: Changing paradigms and innovative approaches. Forlin C., ed. London: Routledge; 2010:13-22.
118. Slee R.The irregular school: Exclusion, schooling, and inclusive education. Oxon, UK: Routledge; 2011:.
119. Smylie M. A.Teachers' views of the effectiveness of sources of learning to teach.Elementary School Journal. 1989;89:543-558.
120. Star S. L.This is not a boundary object: Reflections on the origin of a concept.Science, Technology & Human Values. 2010;35 (5): 601-617.
121. Star S. L.,Griesemer J. R.Institutional ecology, "translations" and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39.Social Studies of Science. 1989;19 (3): 387-420.
122. *Stockall N.,Gartin B.The nature of inclusion in a blue ribbon school: A revelatory case.Exceptionality. 2002;10:171-188.
123. Sullivan A. L.Disproportionality in special education: Identification and placement of English language learners.Exceptional Children. 2011;77 (3): 317-334.
124. Sweller N.,Graham L. J.,Van Bergen P.The minority report: Disproportionate representation in Australia's largest education system.Exceptional Children. 2012;79 (1): 107-125.
125. Teitel L.The professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oaks, CA: Sage; 2003:.
126. Thomas G.,O'Hanlon C.Special teaching for special children? Pedagogies for inclusion. Berkshire, UK: Open University Press; 2005:.
127. Timperley H.,Alton-Lee A.Reframing teacher professional learning: An alternative policy approach to strenthening valued outcomes for dievrse learners.Review of Research in Education. 2008;32:328-369.
128. Trent S.,Artiles A. J.,Fitchett-Bazemore K.,McDaniel L.,Coleman-Sorrell A.Addressing theory, ethics, power, and privilege in inclusion research and practice.Teacher Education and Special Education. 2002;25 (1): 11-22.
129. *Van Reusen A. K.,Shoho A. R.,Barker K. S.High school teacher attitudes toward inclusion.High School Journal. 2000;84 (2): 7-20.
130. Wagner M.,Newman L.,Cameto R.,Levine P.The academic achievement and functional performance of youth with disabilities: A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International; 2006:.
131. Waitoller F. R.,Artiles A. J.,Cheney D.The miner's canary: A review of overrepresentation research and explanations.Journal of Special Education. 2010;44 (1): 29-49.
132. Waitoller F. R.,Kozleski E. B.Working in boundary practices: Identity development and learning in partnerships for inclusive education.Teaching and Teacher Education. 2013;31:25-45.
133. Wenger E.Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press; 1998:.
134. Wilson S. M.,Berne J.Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development.Review of Research in Education. 1999;24:173-209.
135. *Woolfson L. M.,Brady K.An investigation of factors impacting on mainstream teachers' beliefs about teaching students with learning difficulties.Educational Psychology. 2009;29 (2): 221-238.
136. Zehler A. M.,Fleischman H. L.,Hopstock P. J.,Stephenson T. G.,Pendzick M. L.,Sapru S.Policy report: Summary of findings related to LEP and SpEd-LEP students. Arlington, VA: Development Assosiates Inc; 2003:.
137. *Zozakiewicz C.,Rodriguez A. J.Using sociotransformative constructivism to create multicultural and gender-inclusive classrooms: An intervention project for teacher professional development.Educational Policy. 2007;21 (2): 397-425.