International Journal of Inclusive Education最新文献

{"title":"A review of language literacy and science: enhancing engagement and achievement in science <b>A review of language literacy and science: enhancing engagement and achievement in science</b> , by Azra Moeed and Brendan Cooney, Singapore, Springer Briefs in Education, 2021, 71 pp., $49, ISBN 978-981-16-4000-1","authors":"Gui Ying (Annie) Yang-Heim, Stephen Dobson","doi":"10.1080/13603116.2023.2258368","DOIUrl":"https://doi.org/10.1080/13603116.2023.2258368","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135477518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multicultural education as the supportive component of English language curriculum: a mixed-methods experimental design study at a Turkish University","authors":"Kadriye Dimici, Alper Başbay","doi":"10.1080/13603116.2023.2262998","DOIUrl":"https://doi.org/10.1080/13603116.2023.2262998","url":null,"abstract":"ABSTRACTMulticultural education has emerged as a response to diversity in society, promising a more equal and inclusive opportunity for all citizens. As a country that has accepted a lot of migrants recently, Türkiye needs to adopt a multicultural approach in its educational settings. This study examines the integration of the multicultural education approach into English language teaching through an experimental practice using the Content Integration Model. The effects of this application on preparatory class English learners at a Turkish university in terms of respect for differences, critical thinking skills and understanding of democracy were analyzed. In this study, which used a mixed-methods experimental design, quantitative data were obtained through three different scales and analyzed with descriptive statistics and mixed-design ANOVA tests, whereas content analysis was used in the analysis of qualitative data obtained from focus group interview form, researcher's diary, and student products. As a result of the analysis of the quantitative data, it was seen that there was no significant difference between the pre- and post-test scores of the groups, however, the qualitative data revealed that the students showed improvement in areas such as intercultural skill development, communication, increasing self-consciousness and sharing their opinions through multicultural education practices.KEYWORDS: Multicultural educationrespect for diversitycritical thinkingdemocracy perceptionContent Integration modelEnglish language curriculum Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis study was produced from the doctoral thesis of Kadriye Dimici under the supervision of Alper Başbay at Ege University, Türkiye. This work was supported by TÜBİTAK [grant number 2211/A] and Ege University BAP [grant number SDK-2019-20930].Notes on contributorsKadriye DimiciKadriye Dimici is currently an Assistant Prof. in the department of Foreign Language Teaching at İzmir Democracy University, Türkiye. She received her BA degree in Foreign Language Education programme in 2011 and her MA degree in the programme of Adult Education from Boğaziçi University in 2015. She got her Ph.D. degree in Curriculum and Instruction programme from Ege University in 2021. She writes and presents widely on issues of multicultural education, English language teaching, curriculum development, internationalisation, adult education, and higher education studies.Alper BaşbayAlper Başbay is currently working as a Prof. in the Curriculum and Instruction Program of Ege University, Türkiye. He has had experience in the field of curriculum development for more than 20 years and he is working as the Dean of the Education Faculty. He received his BA, MA, and Ph.D. degrees in the department of Curriculum and Instruction at Hacettepe University. He writes and presents widely on issues of multicultural education and curriculum develo","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"2018 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135477703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive education policies – objects of observance, omission, and obfuscation: ten years on …","authors":"Ian Hardy, Stuart Woodcock","doi":"10.1080/13603116.2023.2257697","DOIUrl":"https://doi.org/10.1080/13603116.2023.2257697","url":null,"abstract":"This article draws upon a critical policy analysis approach to examine the state of inclusive education policy in Global North settings over the past decade. Building on an earlier paper on this topic ten years ago, this updated article seeks to explore whether and how inclusion and inclusive education have been understood in varied international, national and sub-national policy settings over time. While it might be anticipated that schooling systems should be more aware and proactive in supporting inclusion within their policies, our findings reveal mixed results. At times, there appears to have been regression in some settings, stagnation in others, as well as moderate progress in other settings in relation to support and advocacy for inclusion in educational policies. In an era of increased attention to a range of issues of inclusion more broadly over the past decade (e.g. marriage equality, gender fluidity, Black Lives Matter, #StopAsianHate), our article cautions against assuming that such movements have somehow led to a more ‘inclusive’ conception of students’ identities and wellbeing in schooling policy. Whether and how teachers can be expected to be more inclusive in their practices in such a variegated policy environment is an area for continued inquiry.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135769590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A structured learning envi ronment: the generic nature of recommendations in psychoeducational reports","authors":"Thomas Szulevicz, Jon Busck Arnfred","doi":"10.1080/13603116.2023.2258371","DOIUrl":"https://doi.org/10.1080/13603116.2023.2258371","url":null,"abstract":"ABSTRACTThis paper analyses the recommendation section in psychoeducational reports. With educational psychologists (EPs) spending increasing time writing psychoeducational reports, the present study was conducted to analyse and assess the recommendations made by EPs in psychoeducational reports. Based on analysis of 109 psychoeducational reports from two Danish municipalities a highly interesting pattern was identified, as the need for clear structure in the learning environment was part of the recommendation section in 107 (98, 2%) of 109 analysed reports. An almost similar and identical recommendation was thus repeated across the reports, and the finding is used to discuss what this pattern in the recommendation of EP indicates about EP practices in general and EP’s report writing practices more specifically. The article concludes with a discussion in which the repeated ‘need-for-clear-structure-recommendation’ is understood in light of recent socio-political and global transformations within educational systems.KEYWORDS: Psychoeducational reportseducational psychology practicestructured learninginclusion Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by TrygFonden [grant number 150499].Notes on contributorsThomas SzuleviczThomas Szulevicz is an associate professor of educational psychology. His main research interests are inclusive education and educational psychology practice.Jon Busck ArnfredJon Busck Arnfred has a background as a medical doctor, and he is now a postdoctoral research associate at the Department Communication and Psychology at Aalborg University","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"309 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proposing a conceptual framework for relational pedagogy: pedagogical informality, interface, exchange and enactment","authors":"Andrew Hickey, Stewart Riddle","doi":"10.1080/13603116.2023.2259906","DOIUrl":"https://doi.org/10.1080/13603116.2023.2259906","url":null,"abstract":"This paper outlines a conceptual framework for enacting relational pedagogy. Commencing with a description of a relational ontology that can work to provide the foundation for engaged and participatory enactments of teaching and learning, the paper moves to consider the dynamics that support inclusive modes of education and the dimensions of relational pedagogical encounters. In particular, the pedagogical encounter is examined with a view to illuminating how the ontological and epistemological dynamics and dimensions of relational pedagogy open opportunities for inclusive and participatory modes of teaching and learning. In addition, the practical implications of pedagogical informality are considered, including the in-the-moment immediacy inherent to the relational encounter and concomitant enactments of the pedagogical exchange. In doing so, we argue for a relational pedagogy that widens the possibility for meaningful engagement with young people through pedagogical enactments that build upon the inter-relationality of teachers and students.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bilingual teachers’ professional capital","authors":"Hilde Sofie Fjeld, Kari Spernes","doi":"10.1080/13603116.2023.2255602","DOIUrl":"https://doi.org/10.1080/13603116.2023.2255602","url":null,"abstract":"The purpose of this paper is to examine and discuss bilingual teachers’ professional capita professionalism in relation to ‘travelling teachers’, who only have a few brief weekly encounters with students and colleagues. By applying a triangulation design, bilingual teachers were given a voice through personal interviews, which were combined with selected data from the observations of the teachers during their working hours at the different schools. Our findings support previous research on bilingual teachers’ participation in professional learning communities and suggest that bilingual teachers lack professional capital in some areas. However, we found that the bilingual teachers in this study are in possession of essential and valuable competence not accounted for by the concept; consequently, we argue that the concept of professional capital has shortcomings in terms of providing a comprehensive and complete understanding of teacher professionalism.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of literature on inclusive education with special emphasis on children with disability in Pakistan","authors":"Mahwish Kamran, Nazia Bano","doi":"10.1080/13603116.2023.2256321","DOIUrl":"https://doi.org/10.1080/13603116.2023.2256321","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thinking outside the ‘deficit box’: promoting the equal valuing of all children through teacher professional development","authors":"Elina Gerosimou, Kyriaki (Kiki) Messiou","doi":"10.1080/13603116.2023.2255608","DOIUrl":"https://doi.org/10.1080/13603116.2023.2255608","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between socio-cognitive skills and ethnic prejudice in preservice special education teachers","authors":"Ugo Pace, Caterina Buzzai, Marinella Muscarà, Alessandro Romano, Alessia Passanisi","doi":"10.1080/13603116.2023.2256322","DOIUrl":"https://doi.org/10.1080/13603116.2023.2256322","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135983325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language and belonging in Australian schools: perspectives and experiences of families from refugee backgrounds","authors":"Farrukh Amina, Melissa M. Barnes, Eisuke Saito","doi":"10.1080/13603116.2023.2255601","DOIUrl":"https://doi.org/10.1080/13603116.2023.2255601","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45308316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}