Teacher learning and the development of inclusive practices and policies: framing and context

Howes, Andrew; Booth, Tony; Dyson, Alan; Frankham, Jo

doi:10.1080/02671520500077947

Cited by 32 publications

(34 citation statements)

References 5 publications

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“…Academic competence involves a system of interactions and transactions between people, settings, and institutions (Mashburn & Pianta, 2006). As such, the effects of peers on preschool competency may operate indirectly via influence on children’s individual skill levels (e.g, Hoxby & Weingarth, 2005), on teachers’ practices (e.g., Howes et al, 2005), on overall classroom climate and quality (e.g., Mashburn et al, 2008), or a variety of other individual and setting level characteristics. Having identified this important form of peer influence on Head Start children, the next important step is to explicate the processes through which peers affect young children’s preschool competency.…”

Section: Discussionmentioning

confidence: 99%

Peer effects on Head Start children’s preschool competency.

DeLay

Hanish²,

Martin³

et al. 2016

Developmental Psychology

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The goals of the present study were to investigate whether young children attending Head Start (N=292; Mage=4.3 years) selected peers based on their preschool competency and whether children’s levels of preschool competency were influenced by their peers’ levels of preschool competency. Children’s peer interaction partners were intensively observed several times a week over one academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners’ levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed.

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Section: Discussionmentioning

confidence: 99%

Peer effects on Head Start children’s preschool competency.

DeLay

Hanish²,

Martin³

et al. 2016

Developmental Psychology

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“…Similar concerns with structural and dispositional barriers and affordances are raised in the article by Howes et al (2005), who report work of the TLRP network of projects, Understanding and Developing Inclusive Practices in Schools (P11). Inclusive practices are defined as those that help to overcome barriers to participation and learning.…”

Section: Boxmentioning

confidence: 67%

TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact

James

Pollard

2011

Research Papers in Education

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The ESRC Teaching and Learning Research Programme (TLRP) worked for ten years to improve outcomes for learners across the United Kingdom. Individual projects within the Programme focused on different research questions and utilised a range of methods and theoretical resources. Across-programme thematic seminar series and task groups enabled emerging findings to be analysed, synthesised and communicated to wider audiences. One outcome of this activity was the development of ten 'evidence-informed' principles, which engaged with diverse forms of evidence, whilst acknowledging that 'users' would need to judge how best to implement such principles in their particular contexts. Synopses of these principles were published in posters and booklets, from 2006, but the evidence and reasoning underpinning them has not been fully explained. This contribution attempts to fill this gap. It provides a justification for the production of the TLRP principles and describes the iterative process by which they were developed. It clusters the ten principles in four broad areas that reflect the multilayered nature of innovation in pedagogy: (1) educational values and purposes; (2) curriculum, pedagogy and assessment; (3) personal and social processes and relationships; and (4) teachers and policies. It elaborates the argument and evidence for each principle, drawing not only on findings from projects but, crucially, the thematic initiatives that began the synthetic work. There is also an attempt, though by no means comprehensive, to relate TLRP insights to research and scholarship beyond the Programme's school-focused work in order to ground them in a wider literature: to work in other sectors of education; and to the broader literature that has accumulated internationally and over time. Finally, the five years since the principles were first published provides some evidence of impact. Although direct impact on learner outcomes cannot be measured, it is possible to provide an account of take-up by mediating agencies and others. The piece has been prepared as a contribution to international dialogue on effective teaching and learning and to provide a focus for scholarly comment, sharing of expertise and knowledge accumulation.

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“…Some have addressed these difficulties by arguing for a new 'inclusion focused' professional training and 'teacher learning' agenda. Howes et al (2005), for instance, argue that active teacher learning is crucial if a school is really to become more inclusive for pupils. Encouragingly for those involved in school networks, they also found that inter-school visits and exchanges played a significant role in improving teacher reflectiveness on inclusive education practice.…”

Section: Problems Of Implementationmentioning

confidence: 98%