Children in primary education demography, culture, diversity, inclusion

The Cambridge Primary Review Research Surveys

Volumn , Issue , 2012, Pages 195-216

  Ainscow, Mel ^a   Conteh, Jean ^b   Dyson, Alan ^a   Gallannaugh, Frances ^a  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

^b UNIVERSITY OF LEEDS   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84925780290     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203121672     Document Type: Chapter

References (71)

1. Ainscow, M., Booth, T. and Dyson, A. (2004) 'Understanding and developing inclusive practices in schools: a collaborative action research network', International Journal of Inclusive Education 8(2): 125-40.
2. Ainscow, M., Booth, T., Dyson, A., with Farrell, P., Frankham, J., Gallannaugh, F., Howes, A. and Smith, R. (2006) Improving Schools, Developing Inclusion. London: Routledge.
3. Ainscow, M., Howes, A.J., Farrell, P. and Frankham, J. (2003) 'Making sense of the development of inclusive practices', European Journal of Special Needs Education 18(2): 227-42.
4. Aitsiselmi, F. (2004) Linguistic Diversity and the Use of English in the Home Environment: a Bradford case study. Bradford, Department of Languages and European Studies: University of Bradford.
5. Alexander, R.J., Rose, A.J. and Woodhead, C. (1992) Curriculum Organisation and Classroom Practice in Primary Schools: a discussion paper. London: DES.
6. Artiles, A. and Dyson, A. (2005) 'Inclusion, education and culture in developed and developing countries', in D. Mitchell (Ed) Contextualising Inclusive Education: evaluating old and new international perspectives. London: Routledge.
7. Baez, B. (2004) 'The study of diversity: the 'knowledge of difference' and the limits of science', The Journal of Higher Education 75(3): 285-306.
8. Ball, S.J. (2003) 'The teacher's soul and the terrors of performativity', Journal of Education Policy 18(2): 215-28.
9. Balls, E. (2007) The Every Child Matters Department: speech by Ed Balls, Secretary of State for Children, Schools and Families. London: DCSF Online.
10. Benjamin, S., Nind, M., Hall, K., Collins, J. and Sheehy, K. (2003) 'Moments of inclusion and exclusion: pupils negotiating classroom contexts', British Journal of Sociology of Education 24: 547-58.
11. Booth, T. and Ainscow, M. (2002) Index for Inclusion: developing learning and participation in schools. Bristol: Centre for Studies on Inclusive Education.
12. Bourne, J. (2001) 'Doing "what comes naturally": how the discourses and routines of teachers' practice constrain opportunities for bilingual support in UK primary schools', Language and Education 15(4): 250-68.
13. Bourne, J. and Moon, B. (1995) 'A question of ability?', in B. Moon and A. Shelton Mayes (Eds) Teaching and Learning in the Secondary School. London: Routledge.
14. Broadfoot, P. (2001) 'Empowerment or performativity? Assessment policy in the late twentieth century', in R. Phillips and J. Furlong (Eds) Education, Reform and the State: twenty-five years of politics, policy and practice. London: RoutledgeFalmer.
15. Buckler, S. (2006) Final Report - Equality and Diversity in DfES Statistical Data. Online. (Available: http://www.dfes.gov.uk/rsgateway/DB/STA/t000719/NSSQR_Final_report0705.pdf, accessed 1 August 2007).
16. Cassen, R. and Kingdon, G. (2007) Tackling Low Educational Achievement. York: Joseph Rowntree Foundation.
17. Central Advisory Council for Education (CACE) (England) (1967) Children and Their Primary Schools: a report of the Central Advisory Council for Education (England) (the Plowden Report). London: HMSO.
18. Conteh, J. (2006) 'Widening the inclusion agenda: policy, practice and language diversity in the primary curriculum', in R. Webb (Ed) Changing Teaching and Learning in the Primary School. Buckingham: Open University Press.
19. Conteh, J. (2007a) 'Bilingualism in mainstream primary classrooms in England', in Z. Hua, P. Seed-house, L. Wei and V. Cook (Eds) Language Learning and Teaching as Social Interaction. London: Palgrave Macmillan.
20. Conteh, J. (2007b) 'Opening doors to success in multilingual classrooms: bilingualism, codeswitching and the professional identities of "ethnic minority” primary teachers', Language and Education 21(6): 457-72.
21. Conteh, J., Helavaara Robertson, L. and Martin, P. (2007) Multilingual Learning Stories in Schools and Communities in Britain. Stoke-on-Trent: Trentham Books.
22. Cummins, J. (2001) Negotiating Identities: education for empowerment in a diverse society (2nd edition). Ontario, CA: California Association for Bilingual Education.
23. Datta, M. (Ed) (2001) Bilinguality and Literacy. London: Continuum.
24. Day, C., Kington, A., Stobart, G. and Sammons, P. (2006) 'The personal and professional selves of teachers: stable and unstable identities', British Educational Research Journal 32(4): 601-16.
25. Department of Education and Science (DES) (1985) Education for All - The Report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups (the Swann Report). London: HMSO.
26. Department for Education and Employment (DFEE) and Qualifications and Curriculum Authority (QCA) (1999) 'Inclusion: providing effective learning opportunities for all pupils', in The National Curriculum: handbook for primary/secondary teachers in England. London: DfEE and QCA.
27. Department for Education and Skills (DfES) (2003) Every Child Matters. Cm. 5860. London: The Stationery Office.
28. DfES (2004a) Removing Barriers to Achievement: the government's strategy for SEN. London: DfES.
29. DfES (2004b) 'Statistics of Education: Schools in England', London: The Stationery Office.
30. DfES (2005) Ethnicity and Education: the evidence on minority ethnic pupils.Research topic paper RTP01-05. London: DfES.
31. DfES (2006a) Ethnicity and Education: the evidence on minority ethnic pupils aged 5-16. London: DfES.
32. DfES (2006b) Excellence and enjoyment: learning and teaching for bilingual children in the primary years. London: DfES.
33. DfES (2006c) National Curriculum Assessment, GCSE and Equivalent Attainment and Post-16 Attainment by Pupil Characteristics, in England 2005. London: DfES.
34. DfES (2006d) Pupil Language Data: guidance for Local Authorities on schools' collection and recording of data on pupils' languages (in compliance with the Data Protection Act). London: DfES. Online.
35. DfES (2006e) Schools and Pupils in England, January 2006 (Final). London: DfES.
36. DfES (2006f) Special Educational Needs in England, January 2006. SFR 23/2006. London: DfES.).
37. DfES (2007) Every Parent Matters. London: DfES.
38. Dyson, A. (2007) 'Department for Education and Skills', in C. Talbot and M. Baker (Eds) The Alternative Comprehensive Spending Review. Manchester: University of Manchester.
39. Dyson, A. and Gallannaugh, F. (2007) 'National policy and the development of inclusive school practices: a case study', Cambridge Journal of Education 37(4): 473-88.
40. Dyson, A., Gallannaugh, F. and Millward, A. (2003) 'Making space in the standards agenda: developing inclusive practices in schools', European Educational Research Journal 2(2): 228-44.
41. Elmore, P.L., Peterson, P.L. and McCarthy, S.J. (1996) Restructuring in the Classroom: teaching, learning and school organisation. San Francisco, CA: Jossey-Bass.
42. Gorard, S. (2000) 'Questioning the crisis account: a review of the evidence for increasing polarisation in schools', Educational Research 42(3): 309-21.
43. Gregory, E., Long, S. and Volk, D. (Eds) (2004) Many Pathways to Literacy: young children learning with siblings, grandparents, peers and communities. London: RoutledgeFalmer.
44. Harris, R. (2006) New Ethnicities and Language Use. Basingstoke: Palgrave Macmillan.
45. Hart, S. (2003) 'Learning without limits', in M. Nind, K. Sheehy and K. Simmons (Eds) Inclusive Education: learners and learning contexts. London: Fulton.
46. Hart, S., Dixon, A., Drummond, M.J. and McIntyre, D.I. (2004) Learning without Limits. Maidenhead: Open University.
47. Hiebert, J., Gallimore, R. and Stigler, J.W. (2002) 'A knowledge base for the teaching profession: what would it look like and how can we get one?' Educational Researcher 31(5): 3-15.
48. Her Majesty's Inspectorate (HMI) (1990) The Teaching and Learning of Reading in Primary Schools. London: DES.
49. Hobbs, G. and Vignoles, A. (2007) Is Free School Meal Status a Valid Proxy for Socio-Economic Status (in Schools Research)? London, Centre for the Economics of Education: London School of Economics.
50. Johnston, R., Burgess, S., Harris, R. and Wilson, D. (2006) 'Sleep-Walking Towards Segregation?' The changing ethnic composition of English schools, 1997-2003: an entry cohort analysis. Working Paper No. 06/155. Bristol, Centre for Market and Public Organisation: University of Bristol.
51. Kenner, C. (2000) 'Biliteracy in a monolingual school system? English and Gujarati in South London', Language, Culture and Curriculum 13(1): 13-30.
52. Leung, C., Harris, R. and Rampton, B. (1997) 'The idealised native speaker, reified ethnicities, and classroom realities', TESOL Quarterly 31(3): 543-60.
53. Martin, P., Creese, A. and Bhatt, A. (2003) Complementary Schools and their Communities in Leicester. final report for the ESRC for Project No: R000223949. Online. (Available: http://www.uel.ac.uk/education/staff/finalreport.pdf, accessed 17 August 2007).
54. Martin-Jones, M. and Saxena, M. (1995) 'Supporting or containing bilingualism? Policies, power asymmetries and pedagogic practices in mainstream primary schools', in J. Tollefson (Ed) Power and Inequality in Language Education. Cambridge: Cambridge University Press.
55. Martin-Jones, M. and Saxena, M. (1996) 'Turn-taking, power asymmetries, and the positioning of bilingual participants in classroom discourse', Linguistics and Education 8(1): 105-23.
56. Martin-Jones, M. and Saxena, M. (2003) 'Bilingual resources and "funds of knowledge” for teaching and learning in multiethnic classrooms in Britain', International Journal of Bilingual Education and Bilingualism 6 (3&4): 267-81.
57. Nias, J. (1989) Primary Teachers Talking: a study of teaching as work. London: Routledge.
58. Ofsted (1996) The Teaching of Reading in 45 Inner London Primary Schools. London: Ofsted.
59. Ofsted (1999) A Review of Primary Schools in England, 1994-1998. London: The Stationery Office.
60. Ofsted (2000) Evaluating Educational Inclusion. London: Ofsted.
61. Rampton, B. (2005a) Language in Late Modernity: interaction in an urban school. Cambridge: Cambridge University Press.
62. Ofsted (2005b) Crossing: language and ethnicity among adolescents (2nd edition). Manchester: St Jerome Press.
63. Raveaud, M. (2005) 'Hares, tortoises and the social construction of the pupil: differentiated learning in French and English primary schools', British Educational Research Journal 31(4): 459-479.
64. Robertson, L.H. (2007) 'The story of bilingual children learning to read', in J. Conteh, P. Martin and L.H. Robertson (Eds) Multilingual Learning Stories in Schools and Communities in Britain. Stoke-on-Trent: Trentham Books.
65. Street, B.V. (1984) Literacy in Theory and Practice. Cambridge: Cambridge University Press.
66. TDA (2008) Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Online (Available: http://www.tda.gov.uk/partners/ittstandards.aspx).
67. Teaching and Learning in 2020 Review Group (2006) 2020 Vision: report of the Teaching and Learning in 2020 Review Group. London: DfES.
68. Tikly, L., Osler, A., Hill, J. and Vincent, K., with Andrews, P., Jeffreys, J., Ibrahim, T., Panel, C. and Smith, M. (2002) Ethnic Minority Achievement Grant: analysis of LEA action plans. Research Report 371. London: DfES.
69. Tough, J. (1977) Talking and Learning. London: Ward Lock Educational.
70. Wenger, E. (1998) Communities of Practice: learning, meaning and identity. Cambridge: Cambridge University Press.
71. Woods, P. and Jeffrey, B. (2002) 'The reconstruction of primary teachers' identities', British Journal of Sociology of Education 23(1): 89-106.