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Book part
Publication date: 4 September 2002

David Hopkins and Mel West

Abstract

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School-Based Evaluation: An International Perspective
Type: Book
ISBN: 978-1-84950-143-9

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Article
Publication date: 11 April 2016

Mel Ainscow

The paper reflects on the findings of a program of research, which, over many years, has explored ways of promoting greater equity in schools and education systems. Using examples…

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Abstract

Purpose

The paper reflects on the findings of a program of research, which, over many years, has explored ways of promoting greater equity in schools and education systems. Using examples from the field, the paper provides an explanation of what this involves. In so doing it identifies potential barriers that have to be addressed and suggestions as to how these might be overcome. The paper aims to discuss these issues.

Design/methodology/approach

The paper draws on a series of studies what uses a “development and research” approach This is one of a family of methodologies referred to by as “design-based implementation research.” These aim to transcend traditional research/practice barriers to facilitate the design of educational interventions that are “effective, sustainable, and scalable.” They are seen as occurring when researcher and practitioner knowledge meet in particular sites, aimed at producing new knowledge about ways in which broad values might better be realized in future practice.

Findings

The experiences described in this paper suggest a way forward that policy makers could use to ensure that the impetus that comes from greater school autonomy will lead to improvements that will benefit all children and young people.

Research limitations/implications

In thinking about how the approach described might be used more widely it is essential to recognize that it does not offer a simple recipe that can be lifted and transferred between contexts. Rather, it defines an approach to improvement that uses processes of contextual analysis in order to create strategies that fit particular circumstances.

Practical implications

The argument presented is based on an assumption that education systems have further potential to improve themselves, provided policy makers allow the space for practitioners to make use of the expertise and creativity that lies trapped within individual classrooms. The aim must be to “move knowledge around” and the best way to do this is through strengthening collaboration within schools, between schools and beyond schools.

Originality/value

The paper draws together findings from an extensive program of research in order to develop new thinking regarding ways of promoting equity in education.

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Journal of Professional Capital and Community, vol. 1 no. 2
Type: Research Article
ISSN: 2056-9548

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Book part
Publication date: 26 November 2015

Tim Loreman

This chapter provides a discussion of Roger Slee and Julie Allan’s 2001 article “Excluding the included: A reconsideration of inclusive education” published in International

Abstract

This chapter provides a discussion of Roger Slee and Julie Allan’s 2001 article “Excluding the included: A reconsideration of inclusive education” published in International Studies in Sociology of Education. “Excluding the included” is a salient example of the influential work of these two scholars, threads of which can be found throughout their prior and following work, and in the work of other scholars in the area. The importance of the work and its ongoing impact on the field of inclusive education is discussed.

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Foundations of Inclusive Education Research
Type: Book
ISBN: 978-1-78560-416-4

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Book part
Publication date: 28 October 2024

Deepika Dhingra, Nidhi Sinha and Kushagra Joshi

The chapter provides a comprehensive outline of how technology can be harnessed to promote inclusivity within higher education. The article begins by defining inclusive education…

Abstract

The chapter provides a comprehensive outline of how technology can be harnessed to promote inclusivity within higher education. The article begins by defining inclusive education and explains how cross-cultural collaboration can be facilitated by technological intervention. The article focuses on how the amalgamation of different theories based on behaviorism, cognitivism, and constructivism is crucial for the successful implementation of inclusive education. It highlights the importance of emerging technologies in promoting inclusive pedagogy. It provides a strategic framework that uses artificial intelligence (AI) and different digital tools to cater the needs and aspirations of diverse and global higher educational institutions. Several case studies are also presented to help in understanding the barriers and corresponding strategies to enhance inclusivity. The impact of the strategy surpasses immediate learning enhancements which contribute to a broader vision for a more equitable, accessible, and interconnected educational ecosystem. The chapter concludes with a discussion on the challenges and ethical considerations for successful implementation of technologies to bring inclusive internationalization to higher education.

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Digital Transformation in Higher Education, Part B
Type: Book
ISBN: 978-1-83608-425-9

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Article
Publication date: 4 December 2018

Cecilia Azorín

The purpose of this paper is to construct a policy map of professional learning networks (PLNs) in Spain. It includes initiatives prompted in Spanish schools in which social…

388

Abstract

Purpose

The purpose of this paper is to construct a policy map of professional learning networks (PLNs) in Spain. It includes initiatives prompted in Spanish schools in which social, political, cultural and educational elements are integrated. At the same time, it analyses which organization promotes each of the networks, the objectives pursued and the scope of the network in the territory in which it is created.

Design/methodology/approach

The methodology followed is essentially descriptive and incorporates the first experiences with school networks which have been disseminated in the Spanish literature. It stimulates reflection on the role networks are expected to play in relation to local developments in this specific school system.

Findings

The cases described (Castellon, Catalonia, Malaga and Seville) suggest a way forward for practitioners to advance toward an educational paradigm based on greater collaboration. This includes a partnership approach among professionals within and across classrooms, schools, communities, districts and education systems. In particular, the results place the focus of the network on the prevalence of the following school classification, included schools (community networks linking to the territory), extended schools (socio-educational networks), equity schools (equity fostering networks) and partnership schools (school-to-school support networks), whose objectives and scopes are reviewed.

Research limitations/implications

With the Spanish context in mind, it is essential to recognize that more empirical evidence is still needed to make a significant contribution toward building knowledge in this research line. Indeed, sustainability seems to be an important point to consider in a short-term world where quick-fix solutions are required. However, PLNs need time to know how beneficial they really are, for example, in terms of student outcomes and school improvement.

Practical implications

The argument developed assumes networks as a mirror wherein the present and future of education takes place. In this sense, the scientific and educational communities have both a challenge and an opportunity to rethink the potential of networking and collaboration in education. The article tries to be attractive to a specialized reader or one simply interested in the problem of networks in education and the reality of PLNs in Spain.

Social implications

The network society demands a network school environment where communities are part of a local character strategy.

Originality/value

This document offers an interesting view on networks that not only focus on education but on social and welfare issues and it aims to target education from a broader perspective; so resulting in opening schools to the community, which is not a widely covered topic in education research. In summary, the paper can be considered as a pioneer study in the Spanish context, which contains valuable information about PLNs, their origin and current status in this part of the world.

Details

Journal of Professional Capital and Community, vol. 4 no. 1
Type: Research Article
ISSN: 2056-9548

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Article
Publication date: 13 April 2015

Lisa C. Ehrich, Jessica Harris, Val Klenowski, Judy Smeed and Nerida Spina

The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven accountability. The purpose of this paper is to…

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Abstract

Purpose

The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven accountability. The purpose of this paper is to focus on school principals’ perceptions of how they understand ethical leadership and how they lead the ethical use of data.

Design/methodology/approach

This study utilises semi-structured interviews with six state school principals (one primary and six secondary) to explore their perceptions of ethical leadership practices; and how they balance current competing accountabilities in a context of performance-driven accountability.

Findings

There were four key findings. First, principals used data to inform and direct their practices and their conversations with teachers. Second, while ethics was a central consideration in how principals’ led, practising in an ethical manner was identified as complex and challenging in the current context. Third, Starratt’s (1996) ethical framework proved to be relevant for interpreting principals’ practices. Finally, all of the principals referred to dilemmas they faced as a result of competing priorities and all used a variety of strategies to deal with these dilemmas.

Originality/value

While there is a small body of research that explores school leaders’ understandings of ethical tensions and dilemmas, there is little research that has focused on school leaders’ understandings of the ethical use of data. This study, then, contributes to this area as it provides a discussion on school principals’ leadership practices in the current climate driven by data use.

Details

Journal of Educational Administration, vol. 53 no. 2
Type: Research Article
ISSN: 0957-8234

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