20 SES 10 A, Bringing You Inspiring Practice For Inclusive Education: Teaching diverse learners in (school)subjects / TdiverS (Part 2)
Symposium continued from 20 SES 09
The proposed presentation connects findings from two research projects in Luxembourg. The first focuses on narrative assessment of children’s science learning in preschool classrooms in Luxembourg. The second, TdiverS project, documented the inclusive language learning approach developed by the Jean-Jaurès-School in Luxembourg. We consider Kindergarten particularly interesting as in Luxembourg it is a 3 year cycle (children aged 3 to 6 years) in which children are immersed in the Luxembourgish language (half of whom lived in non-Luxembourgish speaking households in 2012-2013 (MENJE 2016). A recently legislated (2009) Education Reform, as well as the ratification of the UN-CRPD, convinced Luxembourg’s Minister of Education to support project developing inclusive education. In our presentation, we will elaborate how a narrative approach to teaching and learning may show what a child knows, and how learning activities fit best into a child’s universe of knowledge. Cultural Historical Activity Theory, connecting Vygotsky’s ideas to those of Bakhtin, serves as a framework to understand this approach in action. Developing on the basis of examples from these collaborative research projects we conducted in different preschools, we will explore how in shared, socioculturally-situated activities, individuals’ mental functions are linked to cultural, historical and institutional settings, with dialogue as a central concept. A first focus will lie on the use of speech genres (Bakhtin 1986) and classroom talk (Mercer 2010). A second focus will lie on how the "hundred languages of children" (Edwards et al 2012) make room for multiple means of expression (CAST 2011), especially significant in the multilingual and hyperdiverse context of Luxembourg. Methods We developed a collaborative research approach to explore children’s, teachers’, and researchers’ learning processes (Macpherson et al. 1998, Ainscow et al. 2006). We consider narrative assessment a tool that can transform teacher-directed Science Education towards inclusive co-construction of science in the classroom and beyond. As narrative assessment is a process that occurs through dialogic interactions between teachers and students, the effectiveness of students’ perspectives in deepening the understanding of how participation can be widened and educational achievement of marginalised children can be improved leads to the development of inclusive research methods (Goeke & Terfloth 2006; Wamsley & Kelley 2003). Results Using videos co-directed by pupils collect inspiring practices, we will present findings that demonstrate the dialogic, dialectical ways in which teachers and students interact as they construct narrative assessments, by combining language learning and the learning of science at an early age.
Ainscow, M., Booth, T. & Dyson, A. (2006). Improving Schools, Developing Inclusion. London: Routledge. Bakhtin, M. (1981). The Dialogic Imagination. Austin: University of Texas Press. CAST (2011). Universal Design for Learning Guidelines (version 2.0). Wakefield, MA: Author. Edwards, C., Gandini, L. Forman, G. (2012). The Hundred Languages of Children: The Reggio Emilia Experience in Transition (third edition). Santa Barbara, CA: Praeger. Goeke, S. & Terfloth, K. (2006). Inklusiv forschen – Forschung inklusiv. In A. Platte, S. Seitz & K. Terfloth, Inklusive Bildungsprozesse (pp. 43-54). Bad Heilbronn, Germany: Verlag Julius Klinkhardt. Macpherson, I., Aspland, T., Elliott, B., Proudfoot, C., Shaw, L. & Thurlow, G. (1998). A journey into learning partnership: a university and state system working together for curriculum change. In B. Atweh, S. Kemmis & P. Weeks (eds.), Action Research in Practice (pp. 141-162). London: Routledge. MENJE (2016). Les chiffres-clé de l'Education nationale. Statistiques et indicateurs 2014/2015. Luxembourg: MENJE. Mercer, N. (2010). The Analysis of Classroom Talk: Methods and Methodologies. British Journal of Educational Psychology, 80(1): 1-14. Wamsley, J. & Johnson, K. (2003). Inclusive research with people with learning disabilities. Past, present and futures. London: Jessica Kingsley.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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