Participation of in‐service teacher participants and student–teacher interaction in the regular classrooms: a study conducted in India

The Application of Inclusive Principles and Practice in Schools in South India: Successes and Challenges

“…Firstly that those undertaking professional development need to have opportunities to relate theory to practice, and to understand how the ideas being developed can have practical application in a range of contexts (Thirumurthy and Jayaraman 2007;Florian 2012;Danforth and Naraian 2015). This requires that courses for teachers are delivered using an interactive approach rather than the more didactic and lecture oriented methods that have been the norm in India (George, and Sankaranarayanan 2007;Das, Gichuru and Singh 2013). Secondly, more effective means of disseminating innovative and effective classroom based practice need to be developed, in order that teachers have an opportunity to share learning and gain greater insights into successful approaches for developing inclusive classrooms (Jha 2010; Ruffina, and Ahmed Bawa 2012; Le Fanu 2013).…”

Faculty Support for Internationalization: The Case Study of a United States Based Private University

“…Shared governance is one of the characteristics for which the US higher education institutions have historically stood stellar (George, 2007). Making governance without sufficient faculty inputs and participatory exchanges will diminish institutional effectiveness (Birnbaum, 2004).…”