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Creating Meaningful Inquiry in Inclusive Classrooms : Practitioners' stories of research.

Author: Phyllis Jones; Teresa Whitehurst; Jo Egerton
Publisher: Hoboken : Taylor and Francis, 2012.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
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  Read more...
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Details

Genre/Form: Electronic books
Additional Physical Format: Print version:
Jones, Phyllis.
Creating Meaningful Inquiry in Inclusive Classrooms : Practitioners' stories of research.
Hoboken : Taylor and Francis, ©2012
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Phyllis Jones; Teresa Whitehurst; Jo Egerton
ISBN: 9781136283390 1136283390
OCLC Number: 804662398
Description: 1 online resource (157 pages)
Contents: FrontCover; Creating MeaningfulInquiry in InclusiveClassrooms; Copyright Page; Contents; List of illustrations; Contributors; Foreword; Acknowledgements; Chapter1 Reclaiming research: connecting research to practitioners; Chapter2 What do I want to accomplish through my inquiry? Raising practitioner awareness of Fetal Alcohol Spectrum Disorders; Chapter 3 What has been said before? Stand tall on the shoulders of giants; Chapter 4 What are the possible ways to investigate what I want to know? Understanding the family journey through a seriesof inquiry projects. Chapter 5 Informed consent and assent: an ethical consideration when involving students in researchChapter 6 Voice for Choice; Chapter 7 Making sense of data: an analysis of alternate assessment; Chapter 8 Sharing discoveries about students' experiences of inclusive practice; Chapter 9 Relating discoveries to practice: student self-monitoring; Chapter 10 The ARC in action: practitioners' perspectives; Chapter 11 Back to the future: moving forward with practitionerresearch; Index.

Abstract:

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 framewor.

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