2024-03-29T11:32:03Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2241872019-10-24T10:49:17Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Berryman, Mere
Glynn, Ted
2012-05-16T14:17:44Z
2012-05-16T14:17:44Z
2009
Wearmouth, J., Berryman, M. & Glynn, T. (2009) Inclusion through participation in communities of practice in schools, Auckland: Dunmore Publishing Limited
9781877399404
http://hdl.handle.net/10547/224187
en
Inclusion through participation in communities of practice in schools
Book
oai:uobrep.openrepository.com:10547/2241882019-10-24T10:48:46Zcom_10547_131884col_10547_226335
Wearmouth, Janice
2012-05-16T14:28:00Z
2012-05-16T14:28:00Z
2009
Wearmouth, J. (2009) A beginning teacher's guide to special educational needs, Maidenhead: Open University Press
9780335233540
http://hdl.handle.net/10547/224188
en
A beginning teacher's guide to special educational needs
Book
oai:uobrep.openrepository.com:10547/2241892023-04-05T03:26:48Zcom_10547_131884col_10547_226335
Wearmouth, Janice
2012-05-16T14:43:18Z
2012-05-16T14:43:18Z
2012-05-16
Wearmouth, J. (2008) 'Testing, assessment and literacy', Curriculum Perspectives, 28(3) pp.77-88
0159-7868
http://hdl.handle.net/10547/224189
Curriculum Perspectives
en
Testing, assessment and literacy learning in schools: a view from England
Article
oai:uobrep.openrepository.com:10547/2241682019-10-24T10:45:07Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Berryman, Mere
2012-05-16T15:07:25Z
2012-05-16T15:07:25Z
2011
Wearmouhth, J. & Berryman, M. (2011) 'Parent, family and community-support for addressing difficulties in literacy' in Wyatt-Smith, C. & Elkins, J. (eds.) Multiple perspectives on difficulties in learning literacy and numeracy, New York: Springer pp.179-196
9781402088636
http://hdl.handle.net/10547/224168
en
Parent, family and community support for addressing difficulties in literacy
Book
oai:uobrep.openrepository.com:10547/2259752019-10-24T10:44:31Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Berryman, Mere
Bishop, Alan Russell
Peter, Mira
Clapham, Sandra
2012-05-25T13:00:23Z
2012-05-25T13:00:23Z
2011
Bishop, A. R, Berryman, M, Wearmouth, J, Peter, M & Clapham, S (2011) Te Kotahitanga: Improving the educational achievement of Māori students in English medium schools. Report for Phase 3 and Phase 4: 2008-2010, Wellington, NZ: Ministry of Education
http://hdl.handle.net/10547/225975
en
in Te Kotahitanga: Improving the educational achievement of Māori students in English medium schools. Report for Phase 3 and Phase 4: 2008-2010
Other
oai:uobrep.openrepository.com:10547/2276772019-10-24T10:48:12Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Reid, Gavin
2012-06-06T14:34:01Z
2012-06-06T14:34:01Z
2009
Wearmouth, J. & Reid, G. (2009) Identification and assessment of dyslexia and planning for learning , in Reid, G., Knight, D., Elbeheri, G. & Wearmouth, J. (eds) (2009) . The Routledge companion to dyslexia London: Routledge. pp.80-93
9780415430784
http://hdl.handle.net/10547/227677
en
Identification and assessment of dyslexia and planning for learning
Book chapter
oai:uobrep.openrepository.com:10547/2277962019-10-24T10:45:40Zcom_10547_131884col_10547_226335
Wearmouth, Janice
2012-06-07T11:06:45Z
2012-06-07T11:06:45Z
2010
Wearmouth, J. (2010) Reasons for underachievement and ‘Every Child Matters’ in Hallett, F. & Hallett, G. (eds) (2010), Transforming the role of the SENCO: achieving the national award for SEN coordination. Maidenhead: Open University Press. pp. 77-90
9780335242412
http://hdl.handle.net/10547/227796
en
Reasons for underachievement and ‘Every Child Matters’
Book chapter
oai:uobrep.openrepository.com:10547/2278172019-10-24T10:41:45Zcom_10547_131884col_10547_226335
Bishop, Alan Russell
Berryman, Mere
Wearmouth, Janice
Peter, Mira
2012-06-07T11:37:02Z
2012-06-07T11:37:02Z
2012-02-06
Bishop, A. R., Berryman, M. A., Wearmouth, J. & Peter, M. (2012) 'Developing an effective education reform model for indigenous and other minoritized students'. School Effectiveness and School Improvement 23 (1) pp. 49-70.
0924-3453
1744-5124
10.1080/09243453.2011.647921
http://hdl.handle.net/10547/227817
School Effectiveness and School Improvement
en
indigenous
minoritized
reform
Developing an effective education reform model for indigenous and other minoritized students
Article
oai:uobrep.openrepository.com:10547/2278332020-04-23T08:39:58Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Berryman, Mere
Bishop, Russell
Peter, Mira
Clapham, Sandra
2012-06-07T13:29:19Z
2012-06-07T13:29:19Z
2012
Wearmouth, J., Berryman, M., Bishop, R., Peter, M. & Clapham, S. (2012) 'Professional development, changes in teacher practice and improvements in Indigenous students' educational performance: a case study from New Zealand', Teaching and Teacher Education, 28 (5), pp. 694-705
0742-051X
10.1016/j.tate.2012.02.002
http://hdl.handle.net/10547/227833
Teaching and Teacher Education
en
indigenous
sustainability
education reform
school improvement
Professional development, changes in teacher practice and improvements in Indigenous students' educational performance: a case study from New Zealand
Article
oai:uobrep.openrepository.com:10547/2290522019-10-24T10:43:07Zcom_10547_131884col_10547_226335
Wearmouth, Janice
2012-06-15T08:40:00Z
2012-06-15T08:40:00Z
2012
Wearmouth, J. (2012) Special educational needs: the basics. Abingdon: Routledge
9780415592246
http://hdl.handle.net/10547/229052
en
Special educational needs: the basics
Book
oai:uobrep.openrepository.com:10547/2290352019-10-24T10:43:58Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Berryman, Mere
Whittle, Lisa
2012-06-15T09:28:07Z
2012-06-15T09:28:07Z
2011
Wearmouth, J., Berryman, M. & Whittle, L. (2011) ‘Shoot for the moon!’ Students' identities as writers in the context of the classroom'. British Journal of Special Education 38 (2) pp. 92-99
09523383
10.1111/j.1467-8578.2011.00502.x
http://hdl.handle.net/10547/229035
British Journal of Special Education
en
Archived with thanks to British Journal of Special Education
‘Shoot for the moon!’ Students' identities as writers in the context of the classroom
Article
oai:uobrep.openrepository.com:10547/2290372019-10-24T10:47:42Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Berryman, Mere
2012-06-15T09:41:36Z
2012-06-15T09:41:36Z
2009
Wearmouth, J. & Berryman, M. (2009) 'Responsive approaches to literacy learning within cultural contexts' in Reid, G., Elbeheri, G., Knight, D. & Wearmouth, J. (eds) (2009) The Routledge companion to dyslexia. Abingdon: Routledge, pp.337-353
9780415430784
http://hdl.handle.net/10547/229037
en
dyslexia
reading disability
literacy
Responsive approaches to literacy learning within cultural contexts
Book chapter
oai:uobrep.openrepository.com:10547/2290782019-10-24T10:50:55Zcom_10547_131884col_10547_226335
Wearmouth, Janice
McKinney, Rawiri
Glynn, Ted
2012-06-15T09:58:21Z
2012-06-15T09:58:21Z
2007
Wearmouth, J., McKinney, R. & Glynn, T. (2007) ‘Restorative justice; two examples from New Zealand schools’, British Journal of Special Education, 34 (4), pp 196-203
09523383
10.1111/j.1467-8578.2007.00479.x
http://hdl.handle.net/10547/229078
British Journal of Special Education
en
Archived with thanks to British Journal of Special Education
restorative justice
conflict resolution
student behaviour
Restorative justice: two examples from New Zealand schools
Article
oai:uobrep.openrepository.com:10547/2290442019-10-24T10:50:24Zcom_10547_131884col_10547_226335
Wearmouth, Janice
2012-06-15T10:44:48Z
2012-06-15T10:44:48Z
2007
Wearmouth, J. (2007) 'Interviewing disaffected students with "Talking Stones"', Kairaranga, 8 (2), pp. 53-58
1175-9232
http://hdl.handle.net/10547/229044
en
constructivism (learning)
self advocacy
communication skills
reflective teaching
educational practices
at risk students
interviews
questioning techniques
behaviour problems
intervention
self concept
student behaviour
educational strategies
talking stones
Interviewing disaffected students with "Talking Stones"
Article
oai:uobrep.openrepository.com:10547/2290462019-10-24T10:49:51Zcom_10547_131884col_10547_226335
Wearmouth, Janice
McKinney, Rawiri
Glynn, Ted
2012-06-15T10:50:03Z
2012-06-15T10:50:03Z
2007
Wearmouth, J., McKinney, R. and Glynn, T. (2007) ‘Restorative justice in schools: a New Zealand example’, Educational Research, 49 (1), pp 37-49.
0013-1881
1469-5847
10.1080/00131880701200740
http://hdl.handle.net/10547/229046
Educational Research
en
restorative justice
home–school partnerships
community-school partnerships
challenging behaviour
cultural responsiveness
New Zealand
Restorative justice in schools: a New Zealand example
Article
oai:uobrep.openrepository.com:10547/2290872019-10-24T10:51:50Zcom_10547_131884col_10547_226335
Nind, Melanie
Wearmouth, Janice
2012-06-15T10:53:55Z
2012-06-15T10:53:55Z
2006
Nind, M. & Wearmouth, J. (2006) 'Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review', Journal of Research in Special Educational Needs, 6 (3) pp. 116-124
1471-3802
1471-3802
10.1111/j.1471-3802.2006.00069.x
http://hdl.handle.net/10547/229087
Journal of Research in Special Educational Needs
en
Archived with thanks to Journal of Research in Special Educational Needs
inclusive education
special educational needs
teaching approaches
Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review
Article
oai:uobrep.openrepository.com:10547/2290732019-10-24T10:42:35Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Berryman, Mere
2012-06-15T09:23:43Z
2012-06-15T09:23:43Z
2012
Wearmouth, J. & Berryman, M. (2012) 'Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens', Cambridge Journal of Education 42 (2) pp. 253-268
0305-764X
1469-3577
10.1080/0305764X.2012.676626
http://hdl.handle.net/10547/229073
Cambridge Journal of Education
en
Archived with thanks to Cambridge Journal of Education
Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens
Article
oai:uobrep.openrepository.com:10547/2290742019-10-24T10:47:06Zcom_10547_131884col_10547_226335
Reid, Gavin
Elbeheri, Gad
Knight, Deborah
Wearmouth, Janice
2012-06-15T09:36:26Z
2012-06-15T09:36:26Z
2009
Reid, G., Elbeheri, G., Knight, D. & Wearmouth, J. (eds) (2009) The Routledge companion to dyslexia. Abingdon: Routledge
9780415430784
http://hdl.handle.net/10547/229074
en
dyslexia
reading disability
The Routledge companion to dyslexia
Book
oai:uobrep.openrepository.com:10547/2290752019-10-24T10:46:28Zcom_10547_131884col_10547_226335
Rix, Jonathan
Hall, Kathy
Nind, Melanie
Sheehy, Kieron
Wearmouth, Janice
2012-06-15T09:50:09Z
2012-06-15T09:50:09Z
2009
Rix, J., Hall, K., Sheehy, K. & Wearmouth, J. (2009) 'What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review', Support for Learning 24 (2), pp. 86-94
0268-2141
1467-9604
10.1111/j.1467-9604.2009.01404.x
http://hdl.handle.net/10547/229075
Support for Learning
en
inclusion
pedagogy
systematic review
interaction
special educational needs
What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? a systematic literature review
Article
oai:uobrep.openrepository.com:10547/2290882019-10-24T10:51:22Zcom_10547_131884col_10547_226335
Glynn, Ted
Wearmouth, Janice
Berryman, Mere
2012-06-15T11:00:08Z
2012-06-15T11:00:08Z
2006
Glynn, T., Wearmouth, J. & Berryman, M. (2006) Supporting students with literacy difficulties : a responsive approach. Maidenhead: Open University Press
9780335219193
http://hdl.handle.net/10547/229088
en
special education
literacy
special educational needs
multicultural education
Supporting students with literacy difficulties : a responsive approach
Book
oai:uobrep.openrepository.com:10547/2290472019-10-24T10:52:22Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Glynn, Ted
Berryman, Mere
2012-06-15T11:04:04Z
2012-06-15T11:04:04Z
2005
Wearmouth, J., Glynn, T., & Berryman, M. (2005) Perspectives on student behaviour in schools: exploring theory and developing practice, London: Routledge
0415354021
http://hdl.handle.net/10547/229047
en
student behaviour
behaviour modification
problem children
school environment
Perspectives on student behaviour in schools: exploring theory and developing practice
Book
oai:uobrep.openrepository.com:10547/2512952019-10-24T10:42:10Zcom_10547_131884col_10547_226335
Wearmouth, Janice
Berryman, Mere
Glynn, Ted
2012-11-07T10:42:02Z
2012-11-07T10:42:02Z
2012
Wearmouth, J., Berryman, M. & Glynn, T. (2012) 'Culturally responsive approaches to challenging behaviour of minority ethnic students', in Cole, T., Daniels, H. & Visser, J. The Routledge international companion to emotional and behavioural difficulties, London: Routledge
9780415584630
http://hdl.handle.net/10547/251295
en
Culturally responsive approaches to challenging behaviour of minority ethnic students
Book chapter
oai:uobrep.openrepository.com:10547/2512962015-02-09T12:37:30Zcom_10547_131884col_10547_226335
Maylor, Uvanney
2012-11-07T10:42:38Z
2012-11-07T10:42:38Z
2010
Maylor, U. (2010) 'Recognising and including Black children in primary schools and the curriculum', Race Equality Teaching, 29(1) pp.14-18
1478-8551
http://hdl.handle.net/10547/251296
Race Equality Teaching
en
primary education
ethnic minorities
Recognising and including Black children in primary schools and the curriculum.
Article
oai:uobrep.openrepository.com:10547/2512762015-02-09T12:32:11Zcom_10547_131884col_10547_226335
Maylor, Uvanney
2012-11-07T10:43:15Z
2012-11-07T10:43:15Z
2009
Maylor, U. (2009) 'Is it because I'm Black? A Black female research experience', Race, Ethnicity and Education 12(1)(Special Issue) pp.53-64
1361-3324
10.1080/13613320802650949
http://hdl.handle.net/10547/251276
Race, Ethnicity and Education
en
Black
race
racism
subjectivity
researcher
(in)visibility
Is it because I'm Black? a Black female research experience
Article
oai:uobrep.openrepository.com:10547/3443152015-02-09T12:25:49Zcom_10547_131884col_10547_226335
Cunnah, Wendy
2015-02-09T11:57:36Z
2015-02-09T11:57:36Z
2015-01-26
Cunnah, Wendy (2015) 'Disabled students: identity, inclusion and work-based placements' Disability & Society 1-14
0968-7599
1360-0508
10.1080/09687599.2014.996282
http://hdl.handle.net/10547/344315
Disability & Society
en
disability
identity
higher education
work placements
inclusion
social model
Disabled students: identity, inclusion and work-based placements
Article
oai:uobrep.openrepository.com:10547/5768632020-04-23T07:32:55Zcom_10547_131884col_10547_226335
Cousins, Sarah Bernadette
Bissar, Dounia
2015-09-07T11:08:53Z
2015-09-07T11:08:53Z
2012-12
Cousins, S., Bissar, D. (2012) 'Adapting to the digital age: a narrative approach'. Research in Learning Technology vol 20 Dec
2047-3265
10.3402/rlt.v20i0.18976
http://hdl.handle.net/10547/576863
Research in learning technology
The article adopts a narrative inquiry approach to foreground informal learning and exposes a collection of stories from tutors about how they adapted comfortably to the digital age. We were concerned that despite substantial evidence that bringing about changes in pedagogic practices can be difficult, there is a gap in convincing approaches to help in this respect. In this context, this project takes a “bottom-up” approach and synthesises several life-stories into a single persuasive narrative to support the process of adapting to digital change. The project foregrounds the small, every-day motivating moments, cultural features and environmental factors in people's diverse lives which may have contributed to their positive dispositions towards change in relation to technology enhanced learning. We expect that such narrative approaches could serve to support colleagues in other institutions to warm up to ever-changing technological advances.
en
narrative inquiry
resonance
story
engagement
informal learning
X300 Academic studies in Education
Adapting to the digital age: a narrative approach
Article
oai:uobrep.openrepository.com:10547/5945532020-04-23T07:37:03Zcom_10547_131884col_10547_226335
Ware, Jean
Butler, Cathal
Robertson, Christopher
O'Donnell, Margaret
Gould, Magi
2016-01-22T12:05:25Z
2016-01-22T12:05:25Z
2011
Ware, J. et al (2011) 'Access to the curriculum for pupils with a variety of special educational needs in mainstream classes: an exploraton of the experiences of young pupils in primary school'. Natonal Council for Special Education: NCSE research reports no. 8.
http://hdl.handle.net/10547/594553
The study focused on the five key research questions laid out in the tender document: 1. How is the curriculum being implemented and differentiated in mainstream primary school classes (from junior infants to second class) which include pupils with a variety of SEN? 2. How are pupils with SEN and their parents experiencing the curriculum in these settings? 3. What factors contribute to a positive experience of the curriculum and learning outcomes for pupils with SEN in these settings? 2 Access to the curriculum for pupils with a variety of special educational needs in mainstream classes 4. What are the challenges involved for teachers in implementing and differentiating the curriculum in these mainstream primary school classes? 5. What are the challenges for pupils with SEN in gaining access to the curriculum in these settings?
en
continuous professional development
co-ordination
curriculum access
differentiation
inclusion
initial teacher training
mainstream primary schools
special educational needs
special needs assistants
time for collaboration
special needs
Access to the curriculum for pupils with a variety of special educational needs in mainstream classes : an exploraton of the experiences of young pupils in primary school
Technical Report
oai:uobrep.openrepository.com:10547/5945742020-04-23T07:37:03Zcom_10547_131884col_10547_226335
Travers, Joseph
Balfe, Tish
Butler, Cathal
Day, Thérèse
Dupont, Maeve
McDaid, Rory
O'Donnell, Margaret
Prunty, Anita
2016-01-22T12:18:48Z
2016-01-22T12:18:48Z
2010
Travers, J. et al (2010) 'Addressing the challenges and barriers to inclusion in Irish schools : report to Research and Development Committee of the Department of Education and Skills'. St Patrick's College.
http://hdl.handle.net/10547/594574
The study addresses the question of how Irish schools seek to overcome the challenges and barriers to inclusion. This necessitated sub questions in relation to identifying the challenges and barriers for the three groups of learners who are the focus of the study and then identifying how schools seek to overcome or mitigate their effects. To address these questions a case study research design was used incorporating multiple methods of data collection across six schools (three primary and three post-primary). Key informants in the Irish education system were relied upon in the selection of schools for the case studies to ensure that the selected schools were endeavouring to operate as inclusively as possible.
en
Ireland
inclusion
inclusive education
Addressing the challenges and barriers to inclusion in Irish schools : report to Research and Development Committee of the Department of Education and Skills
Technical Report