Researching inclusive classroom practices: The framework for participation

The SAGE Handbook of Special Education: Two Volume Set, Second Edition

Volumn , Issue , 2014, Pages 389-404

  Black Hawkins, Kristine ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84906350272     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446282236.n25     Document Type: Chapter

References (41)

1. Alexander, R. (2010). Children, their world, their education: Final report and recommendations of the Cambridge Primary Review. London, UK: Routledge.
2. Allan, J. (2010). Questions of inclusion in Scotland and Europe. European Journal of Special Needs Education, 25(2), 199-208.
3. Artiles, A. J., Kozleski, E. B., Dorn, S., & Christensen, S. (2006). Learning in inclusive education research: Re-mediating theory and methods with a transformative agenda. Review of Research in Education, 30(1), 65-108.
4. Audit Commission. (2002). Statutory assessment and statements of SEN: In need of review?London, UK: HMSO.
5. Avramidis, E., Bayliss, P., & Burden, R. (2000). 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, 20(2), 191-211.
6. Black-Hawkins, K. (2010). The framework for participation: A research tool for exploring the relationship between achievement and inclusion in schools. International Journal of Research & Method in Education, 33(1), 21-40.
7. Black-Hawkins, K., & Florian, L. (2012). Teachers' craft knowledge of their inclusive practice. Teachers and Teaching: Theory and Practice, 18(5), 567-584.
8. Black Hawkins, K., Florian, L., & Rouse, M. (2007). Achievement and Inclusion in Schools. London, UK: Routledge.
9. Blecker, N. S., & Boakes, N. J. (2010). Creating a learning environment for all children: Are teachers able and willing? International Journal of Inclusive Education, 14(5), 435-447.
10. Booth, T. (2002). Inclusion and exclusion in the city: Concepts and contexts. In P.Potts & T.Booth (Eds), Inclusion in the city (pp. 1-14). London, UK: Routledge.
11. Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education, 33(4), 403-422.
12. European Agency for Development. (2011). Participation in inclusive education - A framework for developing indicators. Retrieved from http://www.european-agency.org/publications
13. Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.
14. Gardner, J. (2011). Educational research: What (a) to do about impact! The 2010 presidential address. British Educational Research Journal, 37(4), 543-561.
15. Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform and equity. Buckingham, UK: Open University Press.
16. Hagger, H.,& McIntyre, D. (2006). Learning teaching from teachers: Realising the potential of school-based teacher education. Maidenhead, UK: Open University Press.
17. Hart, S., Dixon, A., Drummond, M.-J., & McIntyre, D. (2004). Learning without limits. Maidenhead, UK: Open University Press.
18. House of Commons Select Committee Report. (2006). Special educational needs: Third report of session. London, UK: HMSO.
19. Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.
20. Kershner, R. (2009). Learning in inclusive classrooms. In P.Hick, R.Kershner & P.Farrell (Eds), Psychology for inclusive education: New directions in theory and practice (pp. 52-65). Abingdon, UK: Routledge.
21. Kozleski, B., & Waitoller, R. F. (2010). Teacher learning for inclusive education: Understanding teaching as a cultural and political practice. International Journal of Inclusive Education, 14(7), 655-666.
22. Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149-164.
23. Lopes, J., Monteiro, I., & Sil, V. (2004). Teachers' perceptions about teaching problem students in regular classrooms. Education and Treatment of Children, 27(4), 394-419.
24. Lyser, Y., Kapperman, G., & Keller, R. (1994). Teacher attitudes towards mainstreaming: A cross cultural study in six nations. European Journal of Special Needs Education, 9(1), 1-15.
25. McIntyre, D. (2009). The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward. Teaching and Teacher Education, 25(4), 602-608.
26. O'Hanlon, C. (2000). The emotionally competent school: A step towards school improvement and raising standards. Management in Education, 14(2), 51-54.
27. Pedder, D., & McIntyre, D. (2004). The impact of pupil consultation on classroom practice. In M.Arnot, D.McIntyre, D.Pedder & D.Reay (Eds), Consultation in the classroom: Developing dialogue about teaching and learning (pp. 7-41). Cambridge, UK: Pearson Publishing.
28. Pirrie, A., & G.Head. (2007). Martians in the playground: Researching special educational needs. Oxford Review of Education, 33(1), 19-31.
29. Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1(4), 209-229.
30. Rogoff, B. (2007). On culture and human development: Interview with Barbara Rogoff. Europe's Journal of Psychology, 7(3), 408-418.
31. Rogoff, B., Turkanis, C. G., & Barlett, L. (Eds). (2001). Learning together: Children and adults in a school community. New York, NY: Oxford Universtiy Press.
32. Rose, R., Shevlin, M., Winter, E., & O'Raw, P. (2010). Special and inclusive education in the Republic of Ireland: Reviewing the literature from 2000 to 2009. European Journal of Special Needs Education, 25(4), 359-373.
33. Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188-198.
34. Rudduck, J. (2002). The transformative potential of consulting young people about teaching, learning and schooling. Scottish Educational Review, 34(2), 123-137.
35. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
36. Taylor, C., & Robinson, C. (2009). Student voice: Theorising power and participation. Pedagogy, Culture & Society, 17(2), 161-175.
37. Thomas, G. (2013). A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking, British Educational Research Journal, 39, 3, 473-490.
38. Thomas, N., & Percy-Smith, B. (2010). Introduction. In B.Percy-Smith & N.Thomas (Eds), A handbook of children and young people's participation: Perspectives from theory and practice (pp. 1-8). London, UK: Routledge.
39. Urquhart, I. (2009). The psychology of inclusion. In P.Hick, R.Kershner & P.Farrell (Eds), Psychology for inclusive education: New directions in theory and practice (pp. 66-78). Abingdon, UK: Routledge.
40. Woodhead, M. (2010). Foreword. In B.Percy-Smith & N. Thomas, N. (Eds), A handbook of children and young people's participation: Perspectives from theory and practice (pp. xix-xxii). London, UK: Routledge.
41. Youdell, D. (2006). Impossible bodies, impossible selves: Exclusions and student subjectivities. Dordrecht, The Netherlands: Springer.