Examining A Science Teacher’s Instructional Practices in the Adoption of Inclusive Pedagogy: A Qualitative Case Study

Adu-Boateng, Simon; Goodnough, Karen

doi:10.1080/1046560x.2021.1915605

Cited by 9 publications

(22 citation statements)

References 46 publications

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“…When it comes to scale (judged by the number of participants), there was a wide range of projects, ranging from involving a single participant (Adu‐Boateng & Goodnough, 2022) to large‐scale survey participants, with a maximum of 1522 teachers in Gheyssens et al. (2021).…”

Section: Resultsmentioning

confidence: 99%

“…Adu‐Boateng and Goodnough (2022) used this framework to support the principle that no student should be left behind and thus this calls for adjustments in curriculum and teaching. Dukpa et al.…”

Section: Resultsmentioning

confidence: 99%

“…Florian's approach was also related to other theoretical perspectives, to ideas about differentiation and UDL (Adu‐Boateng & Goodnough, 2022; Dukpa et al., 2021), co‐teaching (Adu‐Boateng & Goodnough, 2022), teachers as agents for change (Pantić et al., 2021), Todorov's theory of alterity (Sagner‐Tapia, 2018) and Slee's notion of ‘irregular school’ (Woodcock & Hardy, 2017). With regards to the latter, Woodcock and Hardy (2017) explore how the focus of professional development can affect the way teachers think about inclusion to encourage more ‘irregular’ schooling practices—practices that challenge the status quo:…”

Section: Resultsmentioning

confidence: 99%

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Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Koutsouris,

Bremner,

Stentiford

2023

British Educational Res J

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This article builds on the findings of a critical systematic review that aimed to explore understandings and applications of inclusive pedagogies in the secondary school. Inclusive pedagogies are often conceptualised as both a set of strategies that aim to ensure access to learning for all students, and as value principles that reflect particular views on inclusion; this is why they tend to be approached in diverse ways. We were particularly interested in secondary school as the focus on particular curricular areas and subjects, additional pressures for teachers and students derived from assessment and exams, and fewer opportunities for collaboration between teachers as a result of the compartmentalisation of the curriculum can make the implementation of inclusive pedagogies more challenging than at primary level. Six databases were searched for literature published exploring inclusive pedagogies in the context of secondary school. We found that inclusive pedagogies were often filtered through the lenses of particular subjects and were associated with other approaches with similar philosophies, such as differentiation and student‐centred learning; that student perceptions of inclusive pedagogies are still little explored; and that tensions associated with inclusion were only acknowledged to some extent. Based on the findings, we argue for a refined way of understanding inclusive pedagogies in the secondary school context, one that acknowledges the unique characteristics, challenges and tensions at this school level. The review findings also affirm the ‘messiness’ of the inclusion literature and raise questions as to the relevance and usefulness of systematic reviews in exploring this fragmented topic.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Koutsouris,

Bremner,

Stentiford

2023

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…To raise the baseline, we immediately recommend curriculum and resources that reflect the Universal Design for Learning (UDL) framework (Meyer et al, 2014), and assistive technology (Parette & Peterson‐Karlan, 2007) where it will have the most impact on the most learners, but particularly for students with disabilities. Three core principles of UDL are: multiple means of engagement, multiple means of representation, and diverse action and expression of knowledge (Adu‐Boateng & Goodnough, 2021; Basham & Marino, 2013; Courey et al, 2012; Meyer et al, 2014). The use of technology can represent knowledge in multiple ways and support student expression of understanding and increase engagement (Marino et al, 2014; Pacheco‐Guffrey, 2019).…”

Section: Solutions To Address Inequitymentioning

confidence: 99%

Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

Jones

Burrell

2022

Science Education

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Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities.

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“…In order to increase the functionality of the biological basic application area with technology, the 'harmonisation' of the organisational structure leads to the conclusion that the technology education strategy information technology strategy should be studied (Adu-Boateng & Goodnough, 2022). As some researchers have stated, it does not seem possible to create technology systems in a way that supports business strategy if technology is not integrated with descriptive components (Liboreiro, Corradi, & Rapini, 2022).…”

Section: Introductionmentioning

confidence: 99%

Practice development technology of students in biological local study

Rakhimberdiyeva

Kaliyeva

Ramanova

et al. 2022

WJET

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The situation is taken as the basis of the research. It is seen that the biological local study is aimed and designed on the students' application of development technology. The study was designed in the fall term of 2022–2023 and was prepared with 148 participants. The participant groups that made up the study were given training on the problem situation of the research. The main purpose is to help participants develop ‘Technology’ ‘Biological local’ topics and to further their education. Each data and value obtained according to the training of the study was made by frequency analysis, t-test, using the utility program, and the results were written into the research in the presence of tables. As a result of the research, it was concluded that the participant groups easily used development technologies in biological local studies and the application that came with this idea was formed. Keywords: Biological, distance education, development technologies, primary school students;

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Examining A Science Teacher’s Instructional Practices in the Adoption of Inclusive Pedagogy: A Qualitative Case Study

Cited by 9 publications

References 46 publications

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

Practice development technology of students in biological local study

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