Creating Meaningful Inquiry in Inclusive Classrooms shows how practitioners can engage in a wide range of educational research and explores its value to the practice of teaching and learning.
Creating Meaningful Inquiry in Inclusive Classrooms shows how practitioners can engage in a wide range of educational research and explores its value to the practice of teaching and learning.
Phyllis Jones is Associate Professor in the Department of Special Education at the University of South Florida, USA. Teresa Whitehurst is an Independent Research Consultant who works with organisations and charities supporting children with disability. Jo Egerton is a Research Project Co-ordinator for the Schools Network and the lead Research Coach for their Research Charter Mark Award.
Inhaltsangabe
Chapter 1. Reclaiming Research: Connecting research to practitioners Phyllis Jones, Teresa Whitehurst & Katherine Hawley Chapter 2. What Do I Want to Accomplish through My Research? Raising practitioner awareness of Foetal Alcohol Spectrum Disorders Carolyn Blackburn Chapter 3. Existing Knowledge A starting point for an exploration of parents views of their son or daughter s transition to adult services Jo Egerton Chapter 4. Possible Ways to Involve Others An example of including transdisciplinary investigators in a research project Sally Conway & Teresa Whitehurst Chapter 5. Informed Consent An ethical consideration when involving students in research Ann Gillies Chapter 6. Gathering Information The `Voice for Choice project Victoria Hobday Chapter 7. Making Sense of Data An analysis of Alternate Assessment Katherine Hawley Chapter 8. Sharing Discoveries about Students Experiences of Inclusive Practices Christine Klopfer Chapter 9. Relating Discoveries to Practice - Student self monitoring Aisha Holmes Chapter 10. The ARC in action: Teachers Practitioners Perspectives Phyllis Jones, Jo Egerton & Teresa Whitehurst Chapter 11. Back to the Future: Moving forward with practitioner research Annie Fergusson
Chapter 1. Reclaiming Research: Connecting research to practitioners Phyllis Jones, Teresa Whitehurst & Katherine Hawley Chapter 2. What Do I Want to Accomplish through My Research? Raising practitioner awareness of Foetal Alcohol Spectrum Disorders Carolyn Blackburn Chapter 3. Existing Knowledge A starting point for an exploration of parents views of their son or daughter s transition to adult services Jo Egerton Chapter 4. Possible Ways to Involve Others An example of including transdisciplinary investigators in a research project Sally Conway & Teresa Whitehurst Chapter 5. Informed Consent An ethical consideration when involving students in research Ann Gillies Chapter 6. Gathering Information The `Voice for Choice project Victoria Hobday Chapter 7. Making Sense of Data An analysis of Alternate Assessment Katherine Hawley Chapter 8. Sharing Discoveries about Students Experiences of Inclusive Practices Christine Klopfer Chapter 9. Relating Discoveries to Practice - Student self monitoring Aisha Holmes Chapter 10. The ARC in action: Teachers Practitioners Perspectives Phyllis Jones, Jo Egerton & Teresa Whitehurst Chapter 11. Back to the Future: Moving forward with practitioner research Annie Fergusson
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