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dc.contributor.authorWilliams-Brown, Zeta
dc.contributor.authorHodkinson, Alan
dc.contributor.authorJopling, Michael
dc.date.accessioned2023-01-13T10:52:09Z
dc.date.available2023-01-13T10:52:09Z
dc.date.issued2023-01-07
dc.identifier.citationWilliams-Brown, Z., Hodkinson, A. and Jopling, M. (2023) Mission impossible: inclusive teaching in a standards-driven system. Education 3-13. https://doi.org/10.1080/03004279.2022.2155066en
dc.identifier.issn0300-4279en
dc.identifier.doi10.1080/03004279.2022.2155066en
dc.identifier.urihttp://hdl.handle.net/2436/625085
dc.descriptionThis is an accepted manuscript of an article published by Taylor & Francis in Education 3-13 on 07/01/2023, available online: https://doi.org/10.1080/03004279.2022.2155066 The accepted version of the publication may differ from the final published version.en
dc.description.abstractThis paper discusses the findings of two studies that critically analysed teachers' perspectives on the operation of the standards and inclusion agenda in primary schools in England. The studies were carried out in 2010–2011 and 2019, respectively. Through the application of Q methodology, the paper examines whether teachers' perspectives of standards and inclusion have changed over time. Analysis of the data strongly suggests that teachers have experienced significant difficulties including children with SEND while at the same time trying to operationalise the objectives of the standards agenda. The research concludes that there needs to be a focus on developing effective strategies to include children with SEND within the hostile environment of the standards agenda. Within such an environment it is suggested that focus needs to move away from concentrating on ‘children with SEND having difficulties’ to the creation of inclusive educational settings which welcome all learners. In addition, it is argued that Statutory Assessment Tests (SATs) should also be revised to consider the needs of all learners.en
dc.formatapplication/pdfen
dc.languageen
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03004279.2022.2155066en
dc.subjectstandards agendaen
dc.subjectinclusion agendaen
dc.subjectteachersen
dc.subjectprimary educationen
dc.titleMission impossible: inclusive teaching in a standards-driven systemen
dc.typeJournal articleen
dc.identifier.eissn1475-7575
dc.identifier.journalEducation 3-13en
dc.date.updated2023-01-12T09:04:11Z
dc.date.accepted2022-11-24
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW13012023ZWen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2024-07-07en
dc.source.beginpage1
dc.source.endpage13
dc.description.versionPublished online
refterms.dateFCD2023-01-13T10:51:41Z
refterms.versionFCDAM


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