Authors
D'Arcy, KateAffiliation
University of BedfordshireIssue Date
2014-07
Metadata
Show full item recordAbstract
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.Citation
D'Arcy, K. (2014) 'The complexities of teaching 'inclusion' in higher education', Journal of Pedagogic Development, 3 (2), pp.3-17Publisher
University of BedfordshireJournal
Journal of pedagogic developmentAdditional Links
http://www.beds.ac.uk/jpd/volume-4-issue-2/complexities-of-teaching-inclusion-in-heType
ArticleLanguage
enSeries/Report no.
Volume 3Issue 2
ISSN
2047-3265Collections
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