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Books on the topic 'Inclusive schooling'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Slee, Roger. The irregular school: Exclusion, schooling, and inclusive education. London: Routledge, 2011.

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2

The irregular school: Exclusion, schooling, and inclusive education. London: Routledge, 2011.

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3

Schooling without labels: Parents, educators, and inclusive education. Philadelphia: Temple University Press, 1992.

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4

McGregor, Gail. Inclusive schooling practices: Pedagogical and research foundations : a synthesis of the literature that informs best practices about inclusive schooling. [S.l.]: University of Montana, 1998.

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5

McGregor, Gail. A synthesis of the literature that informs best practices about inclusive schooling. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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6

What did you do at school today?: A guide to schooling and school success. Springfield, Ill: C.C. Thomas, 1998.

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7

Paul, Cooper. From inclusion to engagement: Helping students engage with schooling through policy and practice. Chichester, West Sussex: Wiley-Blackwell, 2011.

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8

Lawrence, Clare. Autism and flexischooling: A shared classroom and homeschooling approach. Philadelphia: Jessica Kingsley Publishers, 2012.

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9

Vitello, Stanley J. Inclusive Schooling. Routledge, 2013. http://dx.doi.org/10.4324/9781315045351.

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10

Rethinking Support for More Inclusive Schooling. NASEN, 1999.

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11

Vitello, Stanley J., and Dennis E. Mithaug. Inclusive Schooling: National and International Perspectives. Taylor & Francis Group, 2016.

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12

J, Vitello Stanley, and Mithaug Dennis E, eds. Inclusive schooling: National and international perspectives. Mahwah, N.J: L. Erlbaum Associates, 1998.

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13

Improving education: The promise of inclusive schooling. [Newton, MA]: National Institute for Urban School Improvement, 2000.

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14

1950-, Falvey Mary A., ed. Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction. Baltimore: P.H. Brookes Pub. Co., 1995.

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15

C, Stainback William, and Stainback Susan Bray, eds. Support networks for inclusive schooling: Interdependent integrated education. Baltimore: P.H. Brookes Pub. Co., 1990.

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16

Morin, Anne, Christian Ydesen, and Bjorn Hamre. Testing and Inclusive Schooling: International Challenges and Opportunities. Taylor & Francis Group, 2018.

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17

Falvey, Mary A. Inclusive and Heterogeneous Schooling: Assessment, Curriculum, and Instruction. Brookes Publishing Company, 1995.

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18

Stainback, William. Support Networks for Inclusive Schooling: Interdependent Integrated Education. Paul H Brookes Pub Co, 1996.

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19

Morin, Anne, Christian Ydesen, and Bjorn Hamre. Testing and Inclusive Schooling: International Challenges and Opportunities. Taylor & Francis Group, 2020.

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20

Schooling, Society and Inclusive Education: An Afrocentric Perspective. Oxford University Press, South Africa, 2014.

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21

Inclusive Schooling Practices: Pedagogical and Research Foundations : A Synthesis of the Literature That Informs Best Practice About Inclusive Schooling. Brookes Publishing Company, 1999.

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22

Zine, Jasmin, Sonia V. James-Wilson, and George Jerry Sefa Dei. Inclusive Schooling: A Teacher's Companion to Removing the Margins. Canadian Scholars Press, 2002.

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23

Removing the margins: The challenges and possibilities of inclusive schooling. Toronto: Canadian Scholars' Press, 2000.

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24

Removing the Margins: The Challenges and Possibilities of Inclusive Schooling. Canadian Scholars Press, 2000.

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25

Lunt, Ingrid, Carol Campbell, Simon Warren, Pat Sammons, Geoff Whitty, Carol Vincent, and David Gillborn. Developing Inclusive Schooling: Perspectives, Policies and Practices (Bedford Way Papers). Institute of Education, 2002.

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26

Patricia, Potts, ed. Inclusion in the city: Selection, schooling and community. London: RoutledgeFalmer, 2003.

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27

Cooper, Paul, and Barbara Jacobs. From Inclusion to Engagement: Helping Students Engage with Schooling Through Policy and Practice. Wiley & Sons, Incorporated, John, 2011.

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28

Cooper, Paul, and Barbara Jacobs. From Inclusion to Engagement: Helping Students Engage with Schooling Through Policy and Practice. Wiley & Sons, Incorporated, John, 2011.

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29

Cooper, Paul, and Barbara Jacobs. From Inclusion to Engagement: Helping Students Engage with Schooling Through Policy and Practice. Wiley & Sons, Incorporated, John, 2011.

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30

(Editor), Stanley J. Vitello, and Dennis E. Mithaug (Editor), eds. Inclusive Schooling: National and International Perspectives (The Rutgers Invitational Symposium on Education Series). Lawrence Erlbaum, 1998.

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31

FISHER. Inclusive Schooling Practices: From Why to How: A Special Issue of Theory Into Practice. Lawrence Erlbaum Associates, 2006.

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32

Pregnant With Meaning: Teen Mothers and the Politics of Inclusive Schooling (Adolescent Cultures, School & Society, Vol. 13.). Peter Lang Publishing, 2000.

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33

Russell, Stephen T., and Stacey S. Horn, eds. Sexual Orientation, Gender Identity, and Schooling. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.001.0001.

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Studies of lesbian, gay, bisexual, and transgender (LGBT) youth show them to be at risk for some of the greatest difficulties experienced by adolescents: many of those problems have been traced directly to negative experiences in schooling. After more than a decade of research focused on the experiences of LGBT students in schools, a new generation of studies has begun to identify characteristics of schools that are associated with inclusion and safety for LGBT students, including practices and policies that are associated with positive school climate and student well-being. This book brings together contributions from a diverse group of researchers, policy analysts, and education practitioners from around the world to synthesize the implications for practice and policy of contemporary research on sexual orientation, gender identity, and schooling. It draws from multiple disciplinary perspectives and field vantage points and represents perspectives from around the world and from diverse sociocultural contexts. Included are syntheses of key areas of research relevant to SOGI issues in schooling, reviews and examples of new models and approaches for educational practice from around the world, case studies of innovative analyses or reflections on approaches to transformational policy and practice, specific examples of the application of research to change practice and policy, and case studies of efforts that take place at the nexus of research, practice, and policy. The fundamental goal of the book is to advance SOGI social justice through strengthening the relationship between research, practice, and policy to support LGBT students and schools.

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34

Schooling, stratification and inclusion: Some refections on the sociology of education in India. New Delhi: National Council of Educational Research and Training, 2011.

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35

Cook, Melodie, and Louise Kittaka, eds. Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12.

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The purpose of this book is show how research on families can be used to offer inspiration, suggestions, and guidance to intercultural families choosing to school their children in the regular Japanese school system. Each chapter is written by a parent or parents who are themselves researchers and thus bring their skills to the task of writing about issues which have affected their families, and are likely to affect other families in similar ways. There are also suggestions for other non-Japanese parents coping with similar issues. The book is divided into three sections: The first, “Finding our own way”, deals with children’s and parents’ struggles with identity and inclusion in Japanese schools and society. The second, “Dealing with the Japanese school system”, offers narratives and advice on such topics as coping with homework and dealing with more than one school system, as well as what government-accredited Japanese overseas schools have to offer. The third section, “Coping with challenges”, examines the experiences of families where children are “different” because they have physical or intellectual challenges, or live with foster or adoptive families. The book concludes with a narrative about a family who made the decision to remove their children from the Japanese system entirely and send them abroad for schooling. The authors of the chapters in this book are all current or former university faculty, living in different areas of Japan. Some, who live in highly-populated urban areas, have had ample opportunities to locate educational options for their children, while others, living in rural communities, have had to struggle to advocate for their children’s inclusion in mainstream classes. Their stories are all compelling and their advice is certain to be helpful to those planning to or already raising children in Japan. This book will also be of value to researchers and educators, particularly those with an interest in bilingualism, intercultural families, and cross-cultural issues, along with anyone wishing to learn more about contemporary Japanese society.

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36

Elliott, Stephen N., and Brendan J. Bartlett. Opportunity to Learn. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935291.013.70.

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Opportunity to learn (OTL) is an evolving construct from which to better understand and use the intricacy of the schooling process. Progress to date includes considerations of how it might serve as an index of key factors of teachers’ and students’ contributions to learning and as a tool to guide fair and productive measurement of its operation. In this chapter, we provide an account of OTL measurement where classrooms have been the unit of analysis and where concentrations of focus have moved to include calibration of the quality of instruction alongside considerations of time and content elements of a learning opportunity. The account highlights the significance of this inclusion and presents current developments in creating feasible, reliable measurement and ongoing challenges where additional research is needed to further refine our conceptualization and current tooling for measuring OTL.

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