Inquiry and community: Uncommon opportunities to enrich professional development for inclusion

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

Volumn , Issue , 2014, Pages 873-888

  Pugach, Marleen C ^a   Blanton, Linda P ^b  

^a UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

^b FLORIDA INTERNATIONAL UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84949845014     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446282236.n53     Document Type: Chapter

References (54)

1. Ainscow, M. (2007). From special education to effective schools for all: A review of progress so far. In L.Florian (Ed), The SAGE handbook of special education (pp. 146-170). London, UK: SAGE.
2. Ainscow, M., Booth, T., & Dyson, A. (2004). Understanding and developing inclusive practices in schools: A collaborative action research network. International Journal of Inclusive Education, 8(2), 125-139.
3. Ainscow, M., Howes, A., Farrell, P., & Frankham, J. (2003). Making sense of the development of inclusive practices. European Journal of Special Needs Education, 18(2), 227-242.
4. Argyropoulos, V. A., & Nikolaraizi, M. A. (2009). Developing inclusive practices through collaborative action research. European Journal of Special Needs Education, 24, 139-153.
5. Artiles, A. J., Kozleski, E. B., & Waitoller, F. (2011). Inclusive education: Examining equity on five continents. Cambridge, MA: Harvard Education Press.
6. Blanton, L. P., & Perez, Y. (2011). Exploring the relationship between special education teachers and professional learning communities: Implications of research for administrators. Journal of Special Education Leadership, 24(1), 6-16.
7. Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A.,. Smith., M. (2005). Creating and sustaining effective professional learning communities. (Research report number 637). London, UK: Department for Education and Skills.
8. Bruce, S. M., & Pine, G. J. (2010). Action research in special education. New York, NY: Teachers College Press.
9. Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press.
10. Cammarota, J., & Fine, M. (Eds). (2008). Revolutionizing education: Youth Participatory Action Research in motion. New York: Taylor & Francis.
11. Caron, E., & McLaughlin, M. W. (2002). Indicators of beacons of excellence schools: What do they tell us about collaborative practices. Journal of Educational & Psychological Consultation, 13(4), 285-314.
12. Carrington, S., & Robinson, R. (2004). A case study of inclusive school development: A journey of learning. International Journal of Inclusive Education, 8(2), 141-153.
13. Cochran-Smith, M., & Lytle, S. L. (1993). Inside outside: Teacher research and knowledge. New York, NY: Teachers College Press.
14. Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.
15. Correa, V. I., & Wagner, J. Y. (2011). Principals' roles in supporting the induction of special education teachers. Journal of Special Education Leadership, 24(1), 17-25.
16. Curry, M. (2008). Critical friends groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. Teachers College Record, 110(4), 733-774.
17. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree Press.
18. Dukes, C., & Lamar-Dukes, P. (2007). Conceptualizing special education services in small learning communities. Urban Education, 42(5), 412-431.
19. Dymond, S. (2001). A participatory action research approach to evaluating inclusive school programs. Focus on Autism and Other Developmental Disabilities, 16(1), 54-63.
20. Dymond, S., Renzaglia, A., Rosenstein, A., Chun, E. J., Banks, R. J., Niswander, V., & Gilson, C. L. (2006). Using a participatory action research approach to create a universally designed inclusive high school science course: A case study. Research & Practice for Persons with Severe Disabilities, 31(4), 293-308.
21. Eaker, R., & Keating, J. (2008). A shift in school culture. Journal of Staff Development, 29(3), 14-17.
22. Englert, C. S., & Tarrant, K. L. (1995). Creating collaborative cultures for educational change. Remedial & Special Education, 16(6), 325-336.
23. European Commission. (2010). Teachers professional development - Europe in international comparison - An analysis of teachers' professional development based on the OECD's teaching and learning international survey (TALIS). Luxembourg: Office for Official Publications of the European Union.
24. Fullan, M. (1993). Change forces: Probing the depth of educational reform. London, UK & New York, NY: Falmer Press.
25. Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
26. Hargreaves, A. (1991). Contrived collegiality: The micropolitics of teacher collaboration. In J.Blase (Ed), The politics of life in schools: Power, conflict, and cooperation (pp. 46-72). Newbury Park, CA: SAGE.
27. Hipp, K., Huffman, J., Pankake, A., & Olivier, D. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 9(2), 173-195.
28. Koh, M., & Robertson, J. (2003). School reform models and special education. Education and Urban Society, 35(4), 421-442.
29. Kugelmass, J. W. (2001). Collaboration and compromise in creating and sustaining an inclusive school. International Journal of Inclusive Education, 5(1), 47-65.
30. Lloyd, C. (2002). Developing and changing practice in special educational needs through critically reflective action research: A case study. European Journal of Special Needs Education, 17(2), 109-127.
31. Muller, E., & Burdette, P. (2007). High school reform: Integration of special education. in Forum: Brief Policy Analysis. Washington, DC: National Association of State Directors of Special Education.
32. Meyer, L. H., Park, H., Grenot-Scheyer, M. Schwartz, I., & Harry.B. (1998). Participatory research: New approaches to the research to practice dilemma. Journal of the Association for Persons with Severe Handicaps, 23(3), 165-177.
33. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed). Thousand Oaks, CA: SAGE.
34. Park, H., Gonsier-Gerdin, J., Hoffman, S., Whaley, S., & Yount, M. (1998). Applying the participatory action research model to the study of social inclusion at worksites. The Journal for the Association for Persons with Severe Handicaps, 23(3), 189-202.
35. Park, H., Meyer, L., & Goetz, L. (1998). Introduction to the special series on participatory action research. Journal of the Association for the Severely Handicapped, 23, 163-164.
36. Peters, S. (2002). 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, 6(4), 287-308.
37. Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Thousand Oaks, CA: SAGE.
38. Pugach, M. C., & Johnson, L. J. (1990). Fostering the continued democratization of consultation through action research. Teacher Education and Special Education, 13, 240-245.
39. Rosenholtz, S. J. (1989). Teachers' workplace: The social organization of schools. White Plains, NY: Longman.
40. Salisbury, C. K., Wilson, L. K., & Palombaro, M. M. (1998). Promoting inclusive schooling practices through practitioner directed inquiry. Journal of the Association for the Severely Handicapped, 23(3), 223-237.
41. Santelli, B., DiVenere, N., & Singer, G. H. S. (1998). Participatory action research: Reflections on critical incidents in a PAR project. Journal of the Association for Persons with Severe Handicaps, 23(3), 211-222.
42. Sargent, T. C., & Hannum, E. (2009). Doing more with less: Teacher professional learning communities in resource-constrained primary schools in rural China. Journal of Teacher Education, 60(3), 258-276.
43. Sigurdardottir, A. K. (2010). Professional learning community in relation to school effectiveness. Scandinavian Journal of Educational Research, 54(5), 395-412.
44. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221-258.
45. Strahan, D. (2003). Promoting a collaborative professional culture in three elementary schools that have beaten the odds. The Elementary School Journal, 104(2), 127-146.
46. Tangen, R. (2005). Promoting inclusive education in secondary school in Norway: A national programme for teacher development. European Journal of Special Needs Education, 20, 57-70.
47. Turnbull, A. P., Friesen, B. J., & Ramirez, C. (1998). Participatory action research as a model for conducting family research. Journal of the Association for Persons with Severe Handicaps, 23(3), 178-188.
48. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
49. Weis, L., & Fine, M. (2004). Working method: Research and social justice. New York, NY: Routledge.
50. Welch, M., & Chisholm, K. (1994). Action research as a tool for preparing specialists to use strategic interventions in educational partnerships. Teacher Education and Special Education, 17(4), 269-279.
51. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
52. Westheimer, J. (2008). Learning among colleagues: Teacher community and the shared enterprise of education. In M.Cochran-Smith, S.Feiman-Nemser, D. J.McIntyre & K. E.Demers (Eds), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 756-783). New York, NY: Routledge.
53. Whitcomb, J., Borko, H., & Liston, D. (2009). Growing talent: Promising professional development models and practices. Journal of Teacher Education, 60(3), 207-212.
54. Wood, D. (2007). Teachers' learning communities: Catalyst for change or a new infrastructure for the status quo. Teachers College Record, 109(3), 699-739.