04 SES 05.5 PS, General Poster Session
General Poster Session
What do teachers think about inclusion and their leadership in the classroom? – And how do they practice inclusion and their leadership?
Which kinds of inclusive teaching strategies can be identified?
How can inclusive teaching strategies be developed?
My research project investigates the way teachers think about and work with inclusion and their leadership in the classroom and how they see the relationships between their curricular choices and pupil participation.
Also the project investigates how teachers’ inclusive teaching strategies and competencies can be qualified.
The assumption underlying the research project is that to a large extent inclusive teaching strategies depend on an increased focus on the choices made by the teachers before, during and after their teaching, and that a conscious framing and development of these choices will lead to an increase of pupil participation.
Data comes from three teacher teams, eleven teachers, and from three different schools in the same municipality.
At the ECER conference the presentation shortly introduces the research design and subsequently focuses on the analysis from the first phase concerning the teachers practice and thoughts regarding inclusion and teaching strategies. Here observations, interviews and the teachers’ logbooks provide the basis of the presented maps – situational maps, maps over social worlds and positional maps. The maps are developed with inspiration from the theory and method by Adele Clarkes Situational Analysis – Grounded Theory after the Postmodern Turn
Booth, T. & M. Ainscow. (2011). Index for inclusion. Bristol, UK: CSIE. Brinkmann, S. (2007). Could Interviews Be Epistemic. Qualitative inquiry, 2007, p. 1116-1138. Charmaz, K. (2006). Constructing Grounded Theory. London: SAGE. Clarke, A. (2005). Situational Analysis - Grouned Theory After the Postmodern Turn. London: SAGE. Dyson, A. (1999). Inclusion and inclusions: theories and discourses in inclusive education. I H. D. Garner, World yearbook of Education 1999 Inclusive Education. Kogan Page. Hammersley, M. (2010). Methodology; who needs it? Los Angeles: SAGE. Hartmann, J. (2005). Funderet Teori. København: Alinea. Hattie, J. (2009). Visible learning - a synthesis of over 800 meta- analyses relating to achievement. London: Routledge. Hiim, H. (2010). Pedagogisk Aksjonsforskning - tilnærminger, eksempler og kunnskapsfilosofisk grundlag. Oslo: Gyldendal Akademisk. Järvinen, M. &.-M. (2005). Kvalitative metoder i et interaktionistisk perspektiv. København: Hans Reitzels Forlag. Madsen, B. m. (2010). Aktionslæringens DNA. Århus: VIASystime. McNiff, J. o. (2006). Action Research. London: SAGE. Mitchell, D. (2008). What Really Works in Special and Inclusive Education. London: Routledge. Nielsen, B. S. (2010). Aktionsforskning. I S. o. Brinkmann, Kvalitative metoder - en grundbog (s. 97-210). København: Hans Reitzels Forlag. Nordenbo, S. E. (2008). Lærerkompetanser og elevers læring i barnehage og skole. København: DPU. Tiller, T. (1999). Aksjonslæring - forskende partnerskap i skolen. Kristiansand: Høyskoleforlaget. Wilber, K. (1997). An integral theory of consciousness. Journal of Consciousness Studies 4, No. 1, s. 77-92.
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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