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Action Research As Empowering Practice, Kathryn Herr
Action Research As Empowering Practice, Kathryn Herr
Department of Educational Foundations Scholarship and Creative Works
There is a large debate in the social work literature regarding the gap between research and practice, with current research methodologies critiqued as potentially “blaming the victim” or decontextualizing the practice situation. This paper presents an alternative approach, utilizing action research to inform practice. Originally conceived of as a qualitative interview study, the manuscript traces the evolution of the worker, a teacher and high school students. The research itself addresses the issue of “What is it like to be a student of color here?” in a predominately white school environment. Students and adults conceptualize ways to work together for change …
I Never Knew I Could Stand Up To The System: Families' Perspectives On Pursuing Inclusive Education, Elizabeth Erwin, Leslie C. Soodak
I Never Knew I Could Stand Up To The System: Families' Perspectives On Pursuing Inclusive Education, Elizabeth Erwin, Leslie C. Soodak
Department of Teaching and Learning Scholarship and Creative Works
The purpose of this study was to investigate the experiences encountered by parents committed to inclusive education for their children with disabilities. In-depth interviews of nine study participants were analyzed to identify common themes related to their experiences and perceptions. Results revealed that parents desired inclusive education, because they viewed it as a fundamental right for their children. Most importantly, findings indicated that parents employed numerous strategies to obtain inclusive education for their children, often seeking assistance from the courts and media. These findings suggest the need for meaningful family and school collaboration.
Parents, Professionals, And Inclusive Education: A Call For Collaboration, Leslie C. Soodak, Elizabeth Erwin
Parents, Professionals, And Inclusive Education: A Call For Collaboration, Leslie C. Soodak, Elizabeth Erwin
Department of Teaching and Learning Scholarship and Creative Works
No abstract provided.