The implementation of a collaborative action research programme for developing inclusive practices: social learning in small internal networks

Angelides, Panayiotis; Georgiou, Renos; Kyriakou, Kyriaki

doi:10.1080/09650790802445742

Cited by 18 publications

(9 citation statements)

References 23 publications

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“…These studies' professional development efforts were based on schoolwide action research projects (e.g., Robinson & Carrington, 2002). Of these studies, 45% (4) were conducted in England, 33% (3) were conducted in Australia, while the remaining two studies were conducted in Indonesia (Fearnley-Sander, Moss, & Harbon, 2004) and Cyprus (Angelides, Georgiou, & Kyriakou, 2008). Dyson and Gallannaugh (2007), for instance, reported findings from a larger study in which they examined the impact of a 3-year collaborative action research project guided by the Index for Inclusion.…”

Section: Inclusive Education As Participation and Learning For All Studentsmentioning

confidence: 99%

A Decade of Professional Development Research for Inclusive Education

Waitoller

Artiles²

2013

Review of Educational Research

247

136

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We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive education utilized a unitary approach toward difference and exclusion and that teacher learning for inclusive education is undertheorized. We recommend using an intersectional approach to understand difference and exclusion and examining boundary practices to examine teacher learning for inclusive education.

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Section: Inclusive Education As Participation and Learning For All Studentsmentioning

confidence: 99%

A Decade of Professional Development Research for Inclusive Education

Waitoller

Artiles²

2013

Review of Educational Research

247

136

View full text Add to dashboard Cite

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“…Sales et al (2011, p. 911) explain that action research as a professional development process may "encourage professional and school culture towards an intercultural and inclusive approach" by challenging teachers' pre-existing deficit theory perspectives and empowering them as leaders for school change. By integrating collaborative action research in their built-in teacher-education systems, schools may thus become communities of learning and practice that offer opportunities to teachers for joint learning and application of learning on intercultural issues; developing a sense of ownership amongst participants; enhancing teachers' commitment to intercultural education and inclusion; producing and disseminating tacit knowledge; and reflecting on teachers' intercultural practices (Angelides et al, 2008;Hajisoteriou & Angelides, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Courses that use action research methodology entail a classic example of the dynamic form of teacher professional development. Action research allows teachers to analyse, understand and solve issues and problems that they face in their everyday practice (Angelides, Georgiou, & Kyriakou, 2008;Magos, 2007). Self-reflection has a central position in action research, as teacher-practitioners are the ones enquiring into their practice, identifying their "struggles", analysing and understanding problematic situations, investigating possible solutions and finally resolving these issues.…”

Section: Conceptualising Teacher Professional Developmentmentioning

confidence: 99%

Teacher professional development for improving the intercultural school: an example of a participatory course on stereotypes

2018

Self Cite

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Globalisation, migration and super diversity have urged teachers to cultivate their intercultural competence so as to work more successfully in their culturally diverse schools. Previous literature argues that teacher professional development for building intercultural competence plays a pivotal role in improving the intercultural school. For teacher professional development programmes to contribute to the improvement of the intercultural school, we should pay attention to their theoretical framework, content, and format. However, there is a shortage of literature and research that engages in in-depth descriptions of specific teacher professional development courses with an intercultural orientation. In order to bridge this gap, in this paper we critically discuss on a participatory course on stereotypes that we have developed and implemented in Greece aiming to promote teachers' intercultural development. What stems from our project is that it is only through participatory, collaborative, critical and action-research models of professional development that we may achieve change in teachers' attitudes and practices, and, in turn, facilitate school improvement.

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“…The data sources were analysed together for meaning, themes, attitudes and behaviours and compared to the theory on the personal VSM (Leonard, n.d.), organisational and individual learning and professional development. The meaning and themes which arose were identified then grouped, amalgamated and named (Angelides et al , 2008, p. 560) which allowed for reporting under three main issues given as headings. The understandings from the findings were related to the aims and objectives and to the research question substantiated with appropriate data to support the findings (Angelides et al , 2008).…”

Section: Analysis and Findingsmentioning

confidence: 99%

Introducing managers to the VSM using a personal VSM

Robinson

2013

Kybernetes

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PurposeThe purpose of this paper is to present the results of a short research study that introduced a group of busy managers, in an organisation in turmoil, to Stafford Beer's Viable System Model (VSM) through the use of a personal construct, developed by Allenna Leonard.Design/methodology/approachThis study, designed as systemic action research, was a final project towards an Open University Masters in Systems Thinking in Practice. Initially managers were introduced to the personal VSM and invited to design their own VSM as systemic action learning. This was followed by an introductory collaborative inquiry to enable the managers to use their VSM learning to interrogate their organisational domain through the VSM lens.FindingsThe managers engaged well with the personal VSM (PVSM). All the managers reported that the PVSM was a useful learning tool and provided beneficial professional development to help clarify activities, priorities and their roles. They reported that the collaborative meeting was a very useful means to help them see others' perspectives and work towards gaining a shared understanding of the issues and challenges within the organisation through the VSM lens.Practical implicationsThe VSM is not well understood or routinely used in current management thinking. This method of introducing the VSM to managers has wide implications for providing managers with an introduction to systems thinking and an opportunity to engage openly with a valuable tool that will help their understanding of modern organisational complexity.Originality/valueUsing the personal VSM with managers has not been reported before and this study provides new opportunities to develop a means to introduce complex conceptual systems models to busy managers.

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The implementation of a collaborative action research programme for developing inclusive practices: social learning in small internal networks

Cited by 18 publications

References 23 publications

A Decade of Professional Development Research for Inclusive Education

A Decade of Professional Development Research for Inclusive Education

Teacher professional development for improving the intercultural school: an example of a participatory course on stereotypes

Introducing managers to the VSM using a personal VSM

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