Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers

Jennifer Carol Spratt, Lani Florian

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

9 Citations (Scopus)

Abstract

This chapter describes the development and use of a framework, based on a set of theoretical principles that can support teachers, teacher educators and researchers make informed judgements about inclusive pedagogy in each unique setting. This chapter will address the concept of inclusive pedagogy, how the framework was developed, and provides an introduction to the framework. Discussion will focus on how the framework was used by researchers to better understand how the ideas of inclusive pedagogy were enacted by newly qualified classroom teachers and how it was used to support experienced classroom teachers and specialist support teachers to challenge and alter some existing practices.
Original languageEnglish
Title of host publicationMeasuring Inclusive Education
EditorsChris Forlin, Tim Loreman
Place of PublicationBingley, UK
PublisherEmerald Group Publishing Limited
Pages263-278
Number of pages15
ISBN (Print)978-1-78441-146-6
DOIs
Publication statusPublished - 2014

Publication series

NameInternational Perspectives on inclusive Education
PublisherEmerald Group Publishing Limited
Volume3
ISSN (Electronic)1479-3636

Fingerprint

teacher
classroom
educator

Cite this

Spratt, J. C., & Florian, L. (2014). Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers. In C. Forlin, & T. Loreman (Eds.), Measuring Inclusive Education (pp. 263-278). (International Perspectives on inclusive Education; Vol. 3). Bingley, UK: Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620140000003029

Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers. / Spratt, Jennifer Carol; Florian, Lani.

Measuring Inclusive Education. ed. / Chris Forlin; Tim Loreman. Bingley, UK : Emerald Group Publishing Limited, 2014. p. 263-278 (International Perspectives on inclusive Education; Vol. 3).

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Spratt, JC & Florian, L 2014, Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers. in C Forlin & T Loreman (eds), Measuring Inclusive Education. International Perspectives on inclusive Education, vol. 3, Emerald Group Publishing Limited, Bingley, UK, pp. 263-278. https://doi.org/10.1108/S1479-363620140000003029
Spratt JC, Florian L. Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers. In Forlin C, Loreman T, editors, Measuring Inclusive Education. Bingley, UK: Emerald Group Publishing Limited. 2014. p. 263-278. (International Perspectives on inclusive Education). https://doi.org/10.1108/S1479-363620140000003029
Spratt, Jennifer Carol ; Florian, Lani. / Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers. Measuring Inclusive Education. editor / Chris Forlin ; Tim Loreman. Bingley, UK : Emerald Group Publishing Limited, 2014. pp. 263-278 (International Perspectives on inclusive Education).
@inbook{9d99939956fb4cc1b19f22560e3a676b,
title = "Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers",
abstract = "This chapter describes the development and use of a framework, based on a set of theoretical principles that can support teachers, teacher educators and researchers make informed judgements about inclusive pedagogy in each unique setting. This chapter will address the concept of inclusive pedagogy, how the framework was developed, and provides an introduction to the framework. Discussion will focus on how the framework was used by researchers to better understand how the ideas of inclusive pedagogy were enacted by newly qualified classroom teachers and how it was used to support experienced classroom teachers and specialist support teachers to challenge and alter some existing practices.",
author = "Spratt, {Jennifer Carol} and Lani Florian",
year = "2014",
doi = "10.1108/S1479-363620140000003029",
language = "English",
isbn = "978-1-78441-146-6",
series = "International Perspectives on inclusive Education",
publisher = "Emerald Group Publishing Limited",
pages = "263--278",
editor = "Chris Forlin and Tim Loreman",
booktitle = "Measuring Inclusive Education",

}

TY - CHAP

T1 - Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers

AU - Spratt, Jennifer Carol

AU - Florian, Lani

PY - 2014

Y1 - 2014

N2 - This chapter describes the development and use of a framework, based on a set of theoretical principles that can support teachers, teacher educators and researchers make informed judgements about inclusive pedagogy in each unique setting. This chapter will address the concept of inclusive pedagogy, how the framework was developed, and provides an introduction to the framework. Discussion will focus on how the framework was used by researchers to better understand how the ideas of inclusive pedagogy were enacted by newly qualified classroom teachers and how it was used to support experienced classroom teachers and specialist support teachers to challenge and alter some existing practices.

AB - This chapter describes the development and use of a framework, based on a set of theoretical principles that can support teachers, teacher educators and researchers make informed judgements about inclusive pedagogy in each unique setting. This chapter will address the concept of inclusive pedagogy, how the framework was developed, and provides an introduction to the framework. Discussion will focus on how the framework was used by researchers to better understand how the ideas of inclusive pedagogy were enacted by newly qualified classroom teachers and how it was used to support experienced classroom teachers and specialist support teachers to challenge and alter some existing practices.

U2 - 10.1108/S1479-363620140000003029

DO - 10.1108/S1479-363620140000003029

M3 - Chapter (peer-reviewed)

SN - 978-1-78441-146-6

T3 - International Perspectives on inclusive Education

SP - 263

EP - 278

BT - Measuring Inclusive Education

A2 - Forlin, Chris

A2 - Loreman, Tim

PB - Emerald Group Publishing Limited

CY - Bingley, UK

ER -