scholarly journals Research Project Preparation within Education and Special Needs Education: Introduction to Theory of Science, Project Planning and Research Plans

2021 ◽  
Keyword(s):  
Doctoral Programs ◽  
Research Capacity ◽  
Project Planning ◽  
Theory Of Science ◽  
School Practices ◽  
Current State ◽  
Special Needs Education ◽  
International Comparative Research ◽  
Inclusive School ◽  
International Comparative

Careful planning is a key to quality research. This anthology is addressed to anyone who is in the planning phase of a major study – individually or in national or international cooperation. The examples discussed concern critical analysis of individually tailored inclusive practices in the community of the class, with a critical view of their successes, shortcomings and obstacles. The book is divided into four parts: Part One contains a discussion of the international concept of the inclusive school and articles on theory of science. Part Two contains historical and empirical discussions of the emergence, development and current state of doctoral programs. Part Three describes development of research plans, while Part Four consists of research plans in a joint international comparative classroom studies project towards inclusion. This is the first of three anthologies related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.

scholarly journals International Classroom Studies of Inclusive Practises: Comparing Teaching-Learning Processes

2020 ◽  
Keyword(s):  
Comparative Research ◽  
Research Capacity ◽  
Research Report ◽  
Research Capacity Building ◽  
Research Cooperation ◽  
School Practices ◽  
International Comparative Research ◽  
Inclusive School ◽  
International Comparative ◽  
Teaching Learning

This anthology is addressed to anyone searching for examples of individually tailored inclusive practices in the community of the class, with a critical view of their successes, shortcomings and obstacles. The book is divided into three parts: Part One contains articles that outline important aspects of the research cooperation. Part Two presents individual summaries of findings from each of the seven studies. Part Three consists of the joint comparative research report. This is the third and final anthology related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.

scholarly journals Theory and Methodology in International Comparative Classroom Studies

2021 ◽  
Keyword(s):  
Elementary Education ◽  
Ethical Issues ◽  
Research Capacity ◽  
Small Scale ◽  
Social Sciences And Humanities ◽  
Qualitative Approaches ◽  
Special Needs Education ◽  
Inclusive School ◽  
Classroom Studies ◽  
International Comparative

This anthology is addressed to researchers, students and professionals within education and special needs education as well as related fields such as psychology, health sciences and other fields within the social sciences and humanities. Part One contains two articles; one is an introduction to the anthology, while the other gives the reader insight into the history of educational ideas from the beginning of elementary education “for all and everyone” in 1739 to current efforts being made to implement the principles of the inclusive school. Part Two contains seven articles that mainly provide perspectives from cultural-historical and didactic-curricular theories, focusing on certain aspects of practice such as communication and care as well as teaching, learning and development. Why does it take such a long time to realise the principle of inclusion? Amongst the many and legitimate assumptions, there is an increasing awareness of ethical issues. Part Three addresses these issues by paying specific attention to Bulgarian-French scholar Julia Kristeva’s social critique and her introduction of an ethical-political programme where our shared human sense of vulnerability is at the centre of civic solidarity and inclusion. Part Four is devoted to methodological considerations and choices. Small-scale research projects are in focus, particularly classroom studies related to international comparative analysis. Various qualitative approaches are investigated, including case studies and “mixed methods”. Action research has in particular attracted interest from classroom researchers and is therefore outlined and discussed in several articles. This is the second of three anthologies related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.

scholarly journals Legislative science advice in Europe: the case for international comparative research

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Caroline Kenny ◽  
Carla-Leanne Washbourne ◽  
Chris Tyler ◽  
Jason J. Blackstock
Keyword(s):  
Comparative Research ◽  
International Comparative Research ◽  
Science Advice ◽  
International Comparative

scholarly journals Leadership, Inclusion, and Quality Education for All

2018 ◽  
Vol 42 (01) ◽  
pp. 49-64 ◽  
Author(s):  
Susan Carter ◽  
Lindy-Anne Abawi
Keyword(s):  
Special Education ◽  
School Leadership ◽  
Local Community ◽  
Shared Vision ◽  
School Principal ◽  
Quality Education ◽  
Inclusive Practices ◽  
School Practices ◽  
Inclusive School ◽  
Multicultural School

The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal, and the documented operational structure of the school. The findings include insights into what the principal and head of special education believed inclusion to be, and how these leaders worked with staff to embed inclusive practices. The conclusion drawn from the study is that school leadership for inclusion involves making hard decisions. It is a complex and multifaceted act requiring consciously targeted effort, advocacy, and particular ways of leading. Inclusive practices need reinforcing by frequently articulated expectations, support, and acknowledgement that for all stakeholders inclusion is a constant journey toward a shared vision.

Doing qualitative comparative research on teaching: Challenges and benefits of working with grounded theory

2016 ◽  
Vol 11 (4) ◽  
pp. 422-433
Author(s):  
Claudia Rupp
Keyword(s):  
Grounded Theory ◽  
Foreign Language ◽  
Research Design ◽  
Comparative Research ◽  
Research Projects ◽  
Research On Teaching ◽  
International Comparative Research ◽  
International Comparative ◽  
Methodological Aspects ◽  
Teaching Challenges

The last decades have seen the completion of an increasing number of qualitative comparative research projects on teaching. Challenges and benefits which might arise from a qualitative international comparative research design have been considered. However, very little has been published on challenges and benefits which may arise from using grounded theory in international comparative research projects. This article explores some of these challenges and benefits, focusing on two methodological aspects: the emergent process of developing a grounded theory and analysing data in a foreign language. In order to illustrate the argument, an international comparative PhD project is used. The project is centred on how teachers see themselves with regards to accountability reforms in England and Germany.

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