A Decade of Professional Development Research for Inclusive Education A Critical Review and Notes for a Research Program

doi:10.3102/0034654313483905

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A Decade of Professional Development Research for Inclusive Education A Critical Review and Notes for a Research Program

Journal Article•DOI•

A Decade of Professional Development Research for Inclusive Education A Critical Review and Notes for a Research Program

Federico R. Waitoller¹, Alfredo J. Artiles•Institutions (1)

University of Illinois at Chicago¹

01 Sep 2013-Review of Educational Research (SAGE Publications)-Vol. 83, Iss: 3, pp 319-356

TL;DR: The authors reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) how is inclusive education defined in PD research? (b) How is PD for inclusion education studied? (c)How is teacher learning examined in PD The authors.

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Abstract: We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive education utilized a unitary approach toward difference and exclusion and that teacher learning for inclusive education is undertheorized. We recommend using an intersectional approach to understand difference and exclusion and examining boundary practices to examine teacher learning for inclusive education.

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Journal Article•DOI•

Index for inclusion: developing learning and participation in schools

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Mary Collins¹•Institutions (1)

Sheffield City Council¹

11 Dec 2012-Educational Psychology in Practice

TL;DR: Booth and Ainscow as mentioned in this paper have published the third and "Green" edition of their book, which is the best yet, and the only one with a green cover.

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Abstract: by Tony Booth and Mel Ainscow, Bristol, Centre for Studies on Inclusive Education (CSIE), 2011, 190 pp., £23.00, ISBN 978-1-872001-68-5 This is the third and “Green” edition – and the best yet. It ...

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518 citations

Journal Article•DOI•

Developing teachers as agents of inclusion and social justice

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Nataša Pantić¹, Lani Florian¹•Institutions (1)

University of Edinburgh¹

01 Sep 2015-Education inquiry

TL;DR: In this article, the authors discuss the possibilities of combining theories of inclusive pedagogy and teacher agency for developing teachers as agents of inclusion and social justice in teacher education, including nurturing commitment to social justice as part of teachers' sense of purpose; developing competencies in inclusive pedagogogical approaches, including working with others; developing relational agency for transforming the conditions of teachers’ workplaces; and a capacity to reflect on their own practices and environments when seeking to support the learning of all students.

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Abstract: Policies around the world increasingly call for teachers to become ‘agents of change’, often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requires the collaboration of teachers and others such as families and other professionals. Agents of change work purposefully with others to challenge the status quo and develop social justice and inclusion. We discuss the possibilities of combining theories of inclusive pedagogy and teacher agency for developing teachers as agents of inclusion and social justice in teacher education. These possibilities include: 1) nurturing commitment to social justice as part of teachers’ sense of purpose; 2) developing competencies in inclusive pedagogical approaches, including working with others; 3) developing relational agency for transforming the conditions of teachers’ workplaces; and 4) a capacity to reflect on their own practices and environments when seeking to support the learning of all students. Keywords: teacher agency, inclusive pedagogy, teacher competence, teacher education, educational change (Published: 1 September 2015) Citation: Education Inquiry (EDUI) 2015, 6 , 27311, http://dx.doi.org/10.3402/edui.v6.27311

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176 citations

Cites background from "A Decade of Professional Developmen..."

...…suggest that teachers’ capacity for working with others is essential for dismantling overlapping and complex barriers to learning and participation in schools, yet such capacities are insufficiently developed as part of teacher preparation and professional development (Waitoller and Artiles 2013)....
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...preparation and professional development (Waitoller and Artiles 2013)....
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...Today, demographic changes in Europe (and elsewhere) exist alongside policy shifts that promote more inclusive education systems in many countries (EADSNE 2012; Waitoller and Artiles 2013)....
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...Initial teacher education programmes continue to struggle to prepare teachers to work in education systems where many forms of exclusion remain ubiquitous (Slee 2011), and the preparation of teachers and other professionals remains fragmented in many countries (Waitoller and Artiles 2013)....
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Journal Article•DOI•

Working in boundary practices: Identity development and learning in partnerships for inclusive education

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Federico R. Waitoller¹, Elizabeth B. Kozleski²•Institutions (2)

University of Illinois at Chicago¹, Arizona State University²

01 Apr 2013-Teaching and Teacher Education

TL;DR: In this article, the author's version of a work that was accepted for publication in Teaching and Teacher Education is presented. But, changes resulting from the publishing process such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document.

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130 citations

Journal Article•DOI•

Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices

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Akie Yada¹, Hannu Savolainen¹•Institutions (1)

University of Jyväskylä¹

01 May 2017-Teaching and Teacher Education

TL;DR: This paper examined Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices using a sample of 359 in-service teachers, and found that although teachers' sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom.

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129 citations

Cites background from "A Decade of Professional Developmen..."

...Even though the inclusive education is regarded as a broad equity agenda for all students, inclusion has been exclusively attended to students with disabilities and special needs education (Artiles & Kozleski, 2007; Malinen & Savolainen, 2008; Waitoller & Artiles, 2013)....
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Journal Article•DOI•

Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability.

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Federico R. Waitoller¹, Kathleen A. King Thorius²•Institutions (2)

University of Illinois at Chicago¹, Indiana University – Purdue University Indianapolis²

12 Sep 2016-Harvard Educational Review

TL;DR: In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability.

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Abstract: In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).

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128 citations

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References

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Open Access

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Book•

Situated Learning: Legitimate Peripheral Participation

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Jeanne Lave, Etienne Wenger

01 Jan 1991

TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.

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Abstract: In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.

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43,846 citations

"A Decade of Professional Developmen..." refers background or methods in this paper

...Lave and Wenger (1991) argued that learning involves changing participation in communities of practice....
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...This view of learning frames teacher participation as ways of doing and belonging in situated practice (Lave & Wenger, 1991)....
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...PB studies were concerned with the transformation of the entire school community and used concepts linked with sociocultural theory, such as communities of practices (Lave & Wenger, 1991)....
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...PB studies draw, at least to some extent, from concepts that branched off sociocultural theory, such as communities of practices (Lave & Wenger, 1991)....
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Book•

Communities of Practice: Learning, Meaning, and Identity

[...]

Etienne Wenger

01 Jan 1998

TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.

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Abstract: This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.

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30,397 citations

"A Decade of Professional Developmen..." refers background in this paper

...They are the nexus of perspectives (Wenger, 1998)....
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...The key role of boundary brokers is to connect practices and tools across overlapping communities, facilitating the transactions and joint work of these communities (Wenger, 1998)....
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...A boundary practice is a practice that has “become established and provides an ongoing forum for mutual engagement” between two communities of practice (e.g., a teacher development program and public school; Wenger, 1998, p. 114)....
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Book•

Qualitative Data Analysis

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Miles Matthew B, Huberman A. Michael

01 Jan 1994

TL;DR: In the field of qualitative data analysis, qualitative data is extremely varied in nature. It includes virtually any information that can be captured that is not numerical in nature as mentioned in this paper, which is a generalization of direct observation.

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Abstract: Qualitative data is extremely varied in nature. It includes virtually any information that can be captured that is not numerical in nature. Here are some of the major categories or types: In-Depth Interviews In-Depth Interviews include both individual interviews (e.g., one-on-one) as well as "group" interviews (including focus groups). The data can be recorded in a wide variety of ways including stenography, audio recording, video recording or written notes. In depth interviews differ from direct observation primarily in the nature of the interaction. In interviews it is assumed that there is a questioner and one or more interviewees. The purpose of the interview is to probe the ideas of the interviewees about the phenomenon of interest. Direct Observation Direct observation is meant very broadly here. It differs from interviewing in that the observer does not actively query the respondent. It can include everything from field research where one lives in another context or culture for a period of time to photographs that illustrate some aspect of the phenomenon. The data can be recorded in many of the same ways as interviews (stenography, audio, video) and through pictures, photos or drawings (e.g., those courtroom drawings of witnesses are a form of direct observation). Written Documents Usually this refers to existing documents (as opposed transcripts of interviews conducted for the research). It can include newspapers, magazines, books, websites, memos, transcripts of conversations, annual reports, and so on. Usually written documents are analyzed with some form of content analysis. sumber : http://www.socialresearchmethods.net/kb/qualdata.php

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18,082 citations

Journal Article•DOI•

Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color

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Kimberlé Williams Crenshaw

01 Jul 1991-Stanford Law Review

TL;DR: This paper explored the race and gender dimensions of violence against women of color and found that the experiences of women of colour are often the product of intersecting patterns of racism and sexism, and how these experiences tend not to be represented within the discourse of either feminism or antiracism.

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Abstract: Over the last two decades, women have organized against the almost routine violence that shapes their lives. Drawing from the strength of shared experience, women have recognized that the political demands of millions speak more powerfully than the pleas of a few isolated voices. This politicization in turn has transformed the way we understand violence against women. For example, battering and rape, once seen as private (family matters) and aberrational (errant sexual aggression), are now largely recognized as part of a broad-scale system of domination that affects women as a class. This process of recognizing as social and systemic what was formerly perceived as isolated and individual has also characterized the identity politics of people of color and gays and lesbians, among others. For all these groups, identity-based politics has been a source of strength, community, and intellectual development. The embrace of identity politics, however, has been in tension with dominant conceptions of social justice. Race, gender, and other identity categories are most often treated in mainstream liberal discourse as vestiges of bias or domination-that is, as intrinsically negative frameworks in which social power works to exclude or marginalize those who are different. According to this understanding, our liberatory objective should be to empty such categories of any social significance. Yet implicit in certain strands of feminist and racial liberation movements, for example, is the view that the social power in delineating difference need not be the power of domination; it can instead be the source of political empowerment and social reconstruction. The problem with identity politics is not that it fails to transcend difference, as some critics charge, but rather the opposite- that it frequently conflates or ignores intra group differences. In the context of violence against women, this elision of difference is problematic, fundamentally because the violence that many women experience is often shaped by other dimensions of their identities, such as race and class. Moreover, ignoring differences within groups frequently contributes to tension among groups, another problem of identity politics that frustrates efforts to politicize violence against women. Feminist efforts to politicize experiences of women and antiracist efforts to politicize experiences of people of color' have frequently proceeded as though the issues and experiences they each detail occur on mutually exclusive terrains. Al-though racism and sexism readily intersect in the lives of real people, they seldom do in feminist and antiracist practices. And so, when the practices expound identity as "woman" or "person of color" as an either/or proposition, they relegate the identity of women of color to a location that resists telling. My objective here is to advance the telling of that location by exploring the race and gender dimensions of violence against women of color. Contemporary feminist and antiracist discourses have failed to consider the intersections of racism and patriarchy. Focusing on two dimensions of male violence against women-battering and rape-I consider how the experiences of women of color are frequently the product of intersecting patterns of racism and sexism, and how these experiences tend not to be represented within the discourse of either feminism or antiracism... Language: en

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15,236 citations

"A Decade of Professional Developmen..." refers background or methods in this paper

...3102/0034654313483905Professional Development Research for Inclusive EducationWaitoller & Artiles theory (e.g., Crenshaw, 1991; Hancock, 2007) and research on boundary practices (e.g., Akkerman & Bakker, 2011; Star & Griesemer, 1989)....
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...In addition, we advance recommendations for research based on an intersectional approach to difference and exclusion (Crenshaw, 1991, 1995; Hancock, 2007) and on research on boundary practices (e.g., Akkerman & Bakker, 2011), infusing PD research and efforts for inclusive education with a broader…...
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...Intersectionality (Crenshaw, 1989, 1991), born out of critical legal studies, provides a lens to uncover interacting forms of discrimination....
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...…section, we discuss and critique the findings for each of these questions and advance recommendations for a research agenda based on an intersectional approach to difference and exclusion (Crenshaw, 1991, 1995; Hancock, 2007) and on research on boundary practices (e.g., Akkerman & Bakker, 2011)....
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...PD research for inclusive education can benefit significantly from the use of an intersectional approach (Crenshaw, 1991, 1995; Hancock, 2007) to difference and exclusion....
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Book•

How people learn: Brain, mind, experience, and school.

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John D. Bransford, Ann L. Brown, Rodney R. Cocking

01 Jan 1999

TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.

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Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

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13,889 citations