The complexities of teaching 'inclusion' in higher education

2.50
Hdl Handle:
http://hdl.handle.net/10547/335890
Title:
The complexities of teaching 'inclusion' in higher education
Authors:
D'Arcy, Kate ( 0000-0003-0629-9413 )
Abstract:
This article considers how action research can support the teaching of 'Inclusion' in Higher Education. As a professional committed to improving educational practices, action research was identified as a practical research approach to study the relationship between theories and practices of inclusive education. This article will report on a short action research project that focussed on an Applied Social Science undergraduate degree unit which is taken in students' final year: 'Contemporary Issues in Exclusion and Inclusion in Education'. Student's own understanding, expectations and reflections on their learning were captured via questionnaires to directly inform teaching and assessment practices. Action research facilitated a critical lens which enabled lecturers to reconsider teaching and assessment strategies in a collaborative, participative manner and early findings indicate an improvement in student learning.
Affiliation:
University of Bedfordshire
Citation:
D'Arcy, K. (2014) 'The complexities of teaching 'inclusion' in higher education', Journal of Pedagogic Development, 3 (2), pp.3-17
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Jul-2014
URI:
http://hdl.handle.net/10547/335890
Additional Links:
http://www.beds.ac.uk/jpd/volume-4-issue-2/complexities-of-teaching-inclusion-in-he
Type:
Article
Language:
en
Series/Report no.:
Volume 3; Issue 2
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorD'Arcy, Kateen
dc.date.accessioned2014-11-20T12:40:08Z-
dc.date.available2014-11-20T12:40:08Z-
dc.date.issued2014-07-
dc.identifier.citationD'Arcy, K. (2014) 'The complexities of teaching 'inclusion' in higher education', Journal of Pedagogic Development, 3 (2), pp.3-17en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/335890-
dc.description.abstractThis article considers how action research can support the teaching of 'Inclusion' in Higher Education. As a professional committed to improving educational practices, action research was identified as a practical research approach to study the relationship between theories and practices of inclusive education. This article will report on a short action research project that focussed on an Applied Social Science undergraduate degree unit which is taken in students' final year: 'Contemporary Issues in Exclusion and Inclusion in Education'. Student's own understanding, expectations and reflections on their learning were captured via questionnaires to directly inform teaching and assessment practices. Action research facilitated a critical lens which enabled lecturers to reconsider teaching and assessment strategies in a collaborative, participative manner and early findings indicate an improvement in student learning.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 3en
dc.relation.ispartofseriesIssue 2en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-4-issue-2/complexities-of-teaching-inclusion-in-heen
dc.subjecthigher educationen
dc.subjectinclusionen
dc.subjectaction researchen
dc.titleThe complexities of teaching 'inclusion' in higher educationen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
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