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Full-Text Articles in Education
Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman
Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman
Journal of Inquiry and Action in Education
This article reports on a middle school literacy intervention implemented during a yearlong teacher-researcher collaboration. The purpose of this collaboration was to combine and adjust commonly recommended pedagogical approaches to address the literacy needs of a heterogeneous group of seventh graders attending an urban school. University researchers designed and implemented the intervention with an interdisciplinary team of three teachers. The intervention drew on sociocultural theories of language and learning. It had three main features: integration of English and social studies, multi-level texts, and co-teaching of heterogeneous groups. Qualitative data included field notes from classroom observations and planning meetings, transcripts from …
Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong
Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong
Australian Journal of Teacher Education
Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses how Thai preschool teachers’ professional knowledge in inclusive education influence the ways they practice within preschool classrooms. Qualitative data obtained through observations and collaborative inquiry with teachers drawn from four preschool in Bangkok, Thailand showed that the lack of adequate teacher preparation for inclusive practice rendered the teachers helpless and unable to …