In recent years, the concept of teachers as researchers in both
special and mainstream school settings has become part of our
everyday language. Whilst many educational practitioners will see
the need for research within their setting, many may not be
familiar with the technical elements they believe are required.
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. It
introduces the Accessible Research Cycle (ARC), an understandable
and meaningful framework for classroom and school-based inquiry for
educators. This supports practitioner inquiry and validates the
role of the practitioner as both practitioner and researcher. The
book offers guidance to practitioners on how to use the ARC using
familiar language with accompanying illustrative examples from
inquiry carried out in special educational settings. It promotes
meaningful participation within the inquiry process for all
students.
As the learner population in all schools is changing and
becoming more complex, the role of practitioners in exploring
evidence-based educational solutions to meet the educational
entitlement of children is essential. In supporting a research
informed profession within education, this book will empower
practitioners to become the agents of change, helping them to
become reflective, strategic, investigative and inquiring
practitioners.
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