‘We just have to get on with it’: Inclusive teaching in a standards driven system

4.80
Hdl Handle:
http://hdl.handle.net/2436/311413
Title:
‘We just have to get on with it’: Inclusive teaching in a standards driven system
Authors:
Brown, Zeta
Abstract:
Q-methodology was used alongside semi-structured interviews with primary school teachers to explore their positions on two key areas of education ideology: inclusive schools and standards in education. The study explored in depth the views of 26 teachers in 6 schools, selected through purposive sampling to give a range of individual and institutional demographics. Key statements were compiled from the literature that offered a wide spectrum of personal and professional positions on the two issues of standards and inclusion in education. These statements were produced as sets of cards for participants to arrange in order of strength of agreement or disagreement. The results were factor-analysed via Q-method software to render visible factors of items that had statistical significance for the participants (Brown 1997). These factors were then interpreted in the light of subsequent semi-structured interviews and returned to the participants for discussion. The study found that teachers developed their own ‘practical’ notion of inclusion, in which specialist systems, such as p-scales, are needed for the inclusion of children with Special Educational Needs (SEN). These teachers held contrasting views on whether they felt constraints or experienced flexibility when implementing the strict standards objectives. Crucially, in considering the agendas simultaneously, these teachers suggested that the practical implementation of the inclusion and standards agendas is as disparate as their objectives. The agendas are seen as separate entities, with standards assuming an apparent dominance, ensuring that the inclusion agenda is implemented within a standards driven system.
Advisors:
Duncan, Neil; Manktelow, Ken
Publisher:
University of Wolverhampton
Issue Date:
18-Sep-2013
URI:
http://hdl.handle.net/2436/311413
Type:
Thesis or dissertation
Language:
en
Appears in Collections:
E-Theses

Full metadata record

DC FieldValue Language
dc.contributor.advisorDuncan, Neilen_GB
dc.contributor.advisorManktelow, Kenen_GB
dc.contributor.authorBrown, Zetaen_GB
dc.date.accessioned2014-01-16T16:01:10Z-
dc.date.available2014-01-16T16:01:10Z-
dc.date.issued2013-09-18-
dc.identifier.urihttp://hdl.handle.net/2436/311413-
dc.description.abstractQ-methodology was used alongside semi-structured interviews with primary school teachers to explore their positions on two key areas of education ideology: inclusive schools and standards in education. The study explored in depth the views of 26 teachers in 6 schools, selected through purposive sampling to give a range of individual and institutional demographics. Key statements were compiled from the literature that offered a wide spectrum of personal and professional positions on the two issues of standards and inclusion in education. These statements were produced as sets of cards for participants to arrange in order of strength of agreement or disagreement. The results were factor-analysed via Q-method software to render visible factors of items that had statistical significance for the participants (Brown 1997). These factors were then interpreted in the light of subsequent semi-structured interviews and returned to the participants for discussion. The study found that teachers developed their own ‘practical’ notion of inclusion, in which specialist systems, such as p-scales, are needed for the inclusion of children with Special Educational Needs (SEN). These teachers held contrasting views on whether they felt constraints or experienced flexibility when implementing the strict standards objectives. Crucially, in considering the agendas simultaneously, these teachers suggested that the practical implementation of the inclusion and standards agendas is as disparate as their objectives. The agendas are seen as separate entities, with standards assuming an apparent dominance, ensuring that the inclusion agenda is implemented within a standards driven system.en_GB
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.subjectStandardsen_GB
dc.subjectInclusionen_GB
dc.subjectAgendaen_GB
dc.subjectQ-methodologyen_GB
dc.subjectTeachersen_GB
dc.subjectPositionsen_GB
dc.subjectPrimaryen_GB
dc.subjectSchoolen_GB
dc.subjectEducationen_GB
dc.title‘We just have to get on with it’: Inclusive teaching in a standards driven systemen_GB
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen
dc.type.qualificationlevelDoctoralen
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.