What's so inclusive about an inclusion room? Staff perspectives on student participation, diversity and equality in an English secondary schoolb jsp_534 39..48 Gwen GilmoreThis article by Gwen Gilmore, a lecturer in the School of Curriculum and Pedagogy at Massey University, draws on a research project which explored the nature, extent and characteristics of a disciplinary inclusion room (IR) in a secondary school in the south-west of England using a Cultural Historical Activity Theory framework. In five years to 2010 this school reduced fixed-term exclusion from a 10% rate to less than 0.01%. At the same time school attainment improved, with the percentage of students attaining grades A*-C in GCSEs increasing from 43% to 73%. The school under study was located within an Excellence in Cities and Behaviour Improvement Partnership initiative. The mixed methods used to inform this article include analysis of school documents, staff on-line questionnaire and nine in-depth interviews. Staff views of the IR indicated a dynamic, interactive model and the potential for increased discourse around inclusion informed by joint problem solving in context. This research suggests that a disciplinary IR and associated systems can complement educational goals. The findings prompt a reconsideration of the role of discipline provision and give strength to inclusive, educationally based practice. This article, the literature and research are also informed by a matched Year 8 and 9 student questionnaire and interviews with nine students who attended the IR. Research contextThis article reports an analysis of an intervention designed to offer an alternative to what were perceived, by the staff at the school under study, as flawed models for improving discipline. An example of such a model was advocated by Glasser (1990) whose contract-choice model is predicated on power-based relationships as the basis for discipline change. In response, this school rejected narrowly defined behavioural type approaches to discipline and elected, instead, to attempt to reduce exclusion as part of an overall approach to promote aspiration, inclusion and respect. As a FOCUS ON PRACTICE

Purpose -The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching approaches that either hindered or encouraged learners to thrive in the transition environment in higher education (HE). Design/methodology/approach -This paper reports on the use of case writing as a methodological tool for engaging in reflexive inquiry in a HE cross-faculty setting; it also adds a further dimension to the work of (Burridge et al., 2010). The team used a systematic coding activity, known as "threading," to unpack over-arching themes that were embedded in each other's narratives. Findings -Throughout the two years of the project, 12 cases were presented on key critical teaching moments that the researchers had experienced. The themes varied and included topics like student reflections on why they found learning challenging, teachers' mixed emotions about failing students, difficulties for teachers in having to persuade students to read academic texts, teacher/student confrontations and student resilience amidst challenges linked to their personal and student lives. Social implications -A central theme to emerge from the research was that complexities arise for teachers when they are faced with learners who are apparently not suited to the career pathway they have signed up for. Originality/value -Through using a collaborative practitioner research framework, enunciating concerns were raised and different interpretations of the same incident were shared. The paper concludes that case writing can assist academics to be more informed of teaching approaches that lead to successful learning outcomes.

This research explores the potential of pedagogies embedded within an Australian example to allow pre-graduate diploma of education (PSDE) students to persist and succeed in their ambitions. This paper examines how the twin concepts of resilience, the capacity of an individual to withstand difficulties, and relational resilience, a capacity to develop empathy with others, are activated in this PSDE program. Methods include a survey (n=43), documents from the course, and focus group interviews (n=9) of PSDE students between 2014 and 2016. Results support our thesis that relational resilience in teacher education contexts can usefully be viewed as a dynamic and socially constructed phenomenon emerging from the intersection between individual and institutional factors. This research supports the importance of identifying capacities for interpersonal and collaborative work, for entry into preservice teacher education. We suggest that focusing on relational dynamics, as well as accounting for context and institutional culture, are critical in designing effective pre-service education.

Being of Maori heritage, Jill has a particular interest in culturally appropriate provisions for Mäori children with special needs, gifted education, and the education of learners with ASD and parent voice. "You have to do something beyond containing": Developing inclusive systems in a partnership of primary schools.

Marginalised students in education are often formally excluded and further disadvantaged by school disciplinary approaches. This leads to school behaviour codes not being followed by students. This result is often linked to individualised student disciplinary responses. Further, formal student exclusion from schools remains a controversial international practice driven by eclectic government policy. Yet there is limited research on student perspectives within debates on the value of interventions designed to reduce fixed‐term exclusion and promote children's participation in education. This study, by Gwen Gilmore of the College of Education at Victoria University, Melbourne, presents the perspectives of five Year 8 and 9 students who participated in a disciplinary inclusion room designed to reduce fixed‐term exclusion in a secondary school located in England. The research methodology is framed by a cultural historical activity theory approach, and mixed methods reported include document analysis and student interviews. Students stated that the disciplinary inclusion room enabled them to continue their learning and that this discipline model complemented the processes of education. These students' perspectives challenge recent narratives on disciplinary provision and provide possibilities for schools to consider how discipline can be organised towards practices that are more inclusionary and potentially educative.