01 SES 13 A, Inclusive Responses to Diversity through Child-Teacher Dialogue
This paper will explain the purpose of the study, which is to develop and evaluate strategies for including all children in lessons, particularly those who are seen as hard to reach, such as migrants, refugees and students with disabilities. It will also present the overall research design, focusing on ‘Inclusive Inquiry’, a new model for developing learning and teaching that uses evidence to challenge thinking in order to work on overlooked possibilities for moving practice forward. According to the model, a trio of teachers and children plan a lesson together (research lesson), then one teacher teaches the lesson whilst the others observe and at the end of the lesson they refine the lesson as a result of their discussions (Hedegaard-Sørensen & Penthin Grumloese, 2016). Central to the model is the idea of engaging with the views of students, a process that permeates all the processes involved that can take many forms. Our research suggests that it is this factor, more than anything else, that makes the difference as far as responding to learner diversity is concerned (Messiou and Ainscow 2015; Messiou et al, 2016; Simon, Echeita and Sandoval, 2018). In this new project, this idea is more prominent through the role of children as researchers. Elsewhere we have documented how the use of Inclusive Inquiry sometimes led teachers to reconsider their ideas regarding learner diversity (Messiou & Ainscow, 2015). In describing the model, the paper will provide examples of what this process of professional learning involves. It will also explore some of the difficulties involved in using the model in schools, drawing on experiences in five European countries. Determining the levels of implementation of the model in different contexts will be essential. For this purpose, the main unit of analysis is the individual research lesson. The extent to which these lessons are consistent with the requirements of the model is judged using a Levels of Use instrument (Hall et al, 1975). This takes the form of a series of statements of what should be observable in research lessons. For each statement three best-fit descriptors are provided. These descriptors relate to three levels of implementation: low, medium or high. Judgements regarding the level of implementation within each research lesson requires an engagement with the different perspectives of practitioners and students in ways that strengthen validity. The involvement of the external researchers provides a further source of scrutiny.
Hall, G.E., Loucks, S.F., Rutherford, B.W. (1975) Levels of use of the innovation: A framework for analysing innovation adoption. Journal of Teacher Education 26(1), 52-56 Hedegaard-Sørensen. L. & Penthin Grumloese, S. (2016). Lærerfaglighed, inklusion og differentiering – pædagogiske lektionsstudier i praksis (Teacher Professionalism, Inclusion and differentiated teaching: lesson studies). Samfundslitteratur. Messiou, K., & Ainscow, M. (2015). Responding to learner diversity: Student views as a catalyst for powerful teacher development? Teaching and Teacher Education, 51, 246–255. Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C. and Vitorino, T. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45–61. Simón, C. Echeita, G. and Sandoval, M. (2018): Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion /La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de formación docentey mejora para la inclusion. Cultura y Educación, DOI: 10.1080/11356405.2017.1416741.
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
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Network 26. Educational Leadership
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