2008
DOI: 10.1080/09650790802445742
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The implementation of a collaborative action research programme for developing inclusive practices: social learning in small internal networks

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Cited by 18 publications
(9 citation statements)
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References 23 publications
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“…These studies' professional development efforts were based on schoolwide action research projects (e.g., Robinson & Carrington, 2002). Of these studies, 45% (4) were conducted in England, 33% (3) were conducted in Australia, while the remaining two studies were conducted in Indonesia (Fearnley-Sander, Moss, & Harbon, 2004) and Cyprus (Angelides, Georgiou, & Kyriakou, 2008). Dyson and Gallannaugh (2007), for instance, reported findings from a larger study in which they examined the impact of a 3-year collaborative action research project guided by the Index for Inclusion.…”
Section: Inclusive Education As Participation and Learning For All Studentsmentioning
confidence: 99%
“…These studies' professional development efforts were based on schoolwide action research projects (e.g., Robinson & Carrington, 2002). Of these studies, 45% (4) were conducted in England, 33% (3) were conducted in Australia, while the remaining two studies were conducted in Indonesia (Fearnley-Sander, Moss, & Harbon, 2004) and Cyprus (Angelides, Georgiou, & Kyriakou, 2008). Dyson and Gallannaugh (2007), for instance, reported findings from a larger study in which they examined the impact of a 3-year collaborative action research project guided by the Index for Inclusion.…”
Section: Inclusive Education As Participation and Learning For All Studentsmentioning
confidence: 99%
“…Sales et al (2011, p. 911) explain that action research as a professional development process may "encourage professional and school culture towards an intercultural and inclusive approach" by challenging teachers' pre-existing deficit theory perspectives and empowering them as leaders for school change. By integrating collaborative action research in their built-in teacher-education systems, schools may thus become communities of learning and practice that offer opportunities to teachers for joint learning and application of learning on intercultural issues; developing a sense of ownership amongst participants; enhancing teachers' commitment to intercultural education and inclusion; producing and disseminating tacit knowledge; and reflecting on teachers' intercultural practices (Angelides et al, 2008;Hajisoteriou & Angelides, 2012).…”
Section: Discussionmentioning
confidence: 99%
“…Courses that use action research methodology entail a classic example of the dynamic form of teacher professional development. Action research allows teachers to analyse, understand and solve issues and problems that they face in their everyday practice (Angelides, Georgiou, & Kyriakou, 2008;Magos, 2007). Self-reflection has a central position in action research, as teacher-practitioners are the ones enquiring into their practice, identifying their "struggles", analysing and understanding problematic situations, investigating possible solutions and finally resolving these issues.…”
Section: Conceptualising Teacher Professional Developmentmentioning
confidence: 99%
“…The data sources were analysed together for meaning, themes, attitudes and behaviours and compared to the theory on the personal VSM (Leonard, n.d.), organisational and individual learning and professional development. The meaning and themes which arose were identified then grouped, amalgamated and named (Angelides et al , 2008, p. 560) which allowed for reporting under three main issues given as headings. The understandings from the findings were related to the aims and objectives and to the research question substantiated with appropriate data to support the findings (Angelides et al , 2008).…”
Section: Analysis and Findingsmentioning
confidence: 99%