The complexities of teaching 'inclusion' in higher education
| dc.contributor.author | D'Arcy, Kate | en |
| dc.date.accessioned | 2014-11-20T12:40:08Z | |
| dc.date.available | 2014-11-20T12:40:08Z | |
| dc.date.issued | 2014-07 | |
| dc.identifier.citation | D'Arcy, K. (2014) 'The complexities of teaching 'inclusion' in higher education', Journal of Pedagogic Development, 3 (2), pp.3-17 | en |
| dc.identifier.issn | 2047-3265 | |
| dc.identifier.uri | http://hdl.handle.net/10547/335890 | |
| dc.description.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. | |
| dc.language.iso | en | en |
| dc.publisher | University of Bedfordshire | en |
| dc.relation.ispartofseries | Volume 3 | en |
| dc.relation.ispartofseries | Issue 2 | en |
| dc.relation.url | http://www.beds.ac.uk/jpd/volume-4-issue-2/complexities-of-teaching-inclusion-in-he | en |
| dc.subject | higher education | en |
| dc.subject | inclusion | en |
| dc.subject | action research | en |
| dc.title | The complexities of teaching 'inclusion' in higher education | en |
| dc.type | Article | en |
| dc.contributor.department | University of Bedfordshire | en |
| dc.identifier.journal | Journal of pedagogic development | en |
| html.description.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. |
