2010 DOE Hydrogen Program Annual Merit Review and Peer Evaluation Report

Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’

“…It is a specific approach that has emerged from research into the craft knowledge of teachers who were committed to the principles of educational inclusion in their practice (Author et al, 2011a). The approach has been further refined by research conversations between teacher educators (Author et al, 2010), and discussions with policy makers and academics at national and international dissemination events. Thus the teacher education research and development project of which this study was part (the Inclusive Practice Project, or IPP) has involved a complex reciprocal cycle of knowledge exchange between researchers, practitioners, policy makers and teacher educators.…”

“…Specifically, inclusive pedagogy is opposed to the practices which offer provision for 'most' alongside additional or different experiences for'some'. Instead it demands that teachers extend what is ordinarily available to be accessible to all (Author, 2010) by offering a range of options which are available to everybody. The inclusive pedagogical approach, then, favours classroom practices which encourage collaboration between children in learning activities which builds a sense of an inclusive community learning together.…”

“…Funded by a research and development grant from the Scottish Government, in the period 2006-2010, the post-graduate initial teacher education programme at the University of Aberdeen underwent a fundamental reform that framed educational inclusion as a core concern for all students, rather than an additional component or an infusion of information about special needs (for details, see Author et al, 2010). The course as a whole was underpinned by the principles of inclusive pedagogy (Author et al, 2009(Author et al, , 2010(Author et al, , 2011, a distinctive approach to educational inclusion that emphasises the responsibility of mainstream teachers to support the learning of all pupils, and promotes an understanding of inclusion as participation (Author et al, 2007).…”

“…The course as a whole was underpinned by the principles of inclusive pedagogy (Author et al, 2009(Author et al, , 2010(Author et al, , 2011, a distinctive approach to educational inclusion that emphasises the responsibility of mainstream teachers to support the learning of all pupils, and promotes an understanding of inclusion as participation (Author et al, 2007). This paper draws from a qualitative study of seven graduates from Aberdeen's Professional Graduate Diploma in Education (PGDE) programme during their first year as probationary teachers.…”

Plurality or Linearity: What is the Experience of Emerging as a School Leader in the English Context?

“…The way they develop a sense of belonging to these communities, accepting that individuals might identify with multiple communities, is explained through three modes of belonging (summarised in Table 2). Whilst it was found early on in the study that any such communities of practice were difficult to identify for these school leaders (35), modes of belonging proved useful ways of thinking about the dimensions to the leaders' identity development. …”