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1. Improving Schools, Developing Inclusion

    Ainscow, M., Booth, T., and Dyson, A., with Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., and Smith, R. (2006). Improving Schools, Developing Inclusion. London: Routledge. Read the first chapter here.Improving Schools, Developing Inclusion grew out of the United Kingdom’s largest-ever...

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   Improving Schools, Developing Inclusion

    Ainscow, M., Booth, T., and Dyson, A., with Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., and Smith, R. (2006). Improving Schools, Developing Inclusion. London: Routledge.

    Read the first chapter here.

   Improving Schools, Developing Inclusion grew out of the United Kingdom’s largest-ever research initiative – the Economic and Social Research Council’s  Teaching and Learning Research Programme (TLRP). It is based on the experiences of a network of schools and educational authorities that are engaged in schooling improvement through understanding and developing inclusive practices.

    The book provides an overview of the research findings. The authors set out a development process that involves ‘principled interruptions’ to people’s current thinking about teaching and learning and opens the way to new ways of working. The factors that increase the likelihood of these interruptions include:

   ... the opportunities created for constructive dialogue by the strength of the school’s communities of practice; the management style of the head teacher and the distribution of leadership in the school; an engagement with evidence and critical perspectives; and an opportunity to analyse and reflect on the relationship between values and actions.

   Page 190

    Inclusive school development also requires external experts with the skills to facilitate real dialogue in which all perspectives are considered.

    The findings are brought to life with extended examples from the research schools. Shorter summaries and research briefings are also available on the   TLRP website.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Effective schools

   Contributed by:

   Ainscow, M., Booth, T., and Dyson, A., with Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., and Smith, R. 2006 London: Routledge..

2. Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

   Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others. Quality Teaching for...

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   Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

   Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.

   See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others.

   Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis is framed around the concept of 'diversity'. It rejects the idea that we can segregate students into groups who are 'normal' or 'other'. Working from that inclusive frame, it identifies ten characteristics of teaching that are strongly associated with improved outcomes for diverse learners.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Alton-Lee, A. 2003 Wellington: Ministry of Education.

3. BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

   A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate: the nature of highly effective teaching the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support...

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   BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

   A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate:

   • the nature of highly effective teaching
   • the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support such teaching.

   They show real people in real schools translating research into practice and generating new evidence for you to consider. This widened focus has led to the identification of eleven dimensions of quality teaching. The exemplars incorporate tools that teachers and school leaders can use to engage with the content and consider its application to their practice. These include an adapation of the inquiry and knowledge-building tool.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Alton-Lee, A., and others 2012 Wellington: Ministry of Education.

4. BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura

   The Iterative Best Evidence Synthesis (BES) programme brings together research-based evidence from New Zealand and elsewhere to explain what works in education and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori...

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   BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura

   The Iterative Best Evidence Synthesis (BES) programme brings together research-based evidence from New Zealand and elsewhere to explain what works in education and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori and Pasifika learners. Five BES reports have been published to date. These are:

   • School Leadership and Student Outcomes/He Kura Rangatira BES by V. Robinson, M. Hohepa, and C. Lloyd
   • Effective Pedagogy in the Social Sciences/Tikanga ā iwi BES by G. Aitken and C. Sinnema
   • Teacher Professional Learning and Development BES by H. Timperley et al.
   • Effective Pedagogy in Mathematics/Pāngarau BES by G. Anthony and M. Walshaw
   • Quality Teaching for Diverse Students in Schooling by A. Alton-Lee.

   Recent BESs feature vignettes and cases that bring their findings to life. Three have been summarised by the The International Academy of Education (IAE). These are:

   • Teacher Professional Learning and Development/Te Kaupapa Whakaako, Whakapakari Kaiako
   • Effective Pedagogy in Mathematics/Te Ako Pāngarau Whaihua
   • Effective Pedagogy in Social Sciences/Tikanga ā Iwi.

   The BES Exemplars are a recent development. Each exemplar describes how educators have successfully implemented a particular teaching approach and explains the conditions that enabled success. They are designed to help you implement a collaborative approach to ongoing school improvement that is responsive to diverse (all) learners.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Effective schools, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Ministry of Education.

5. Index for Inclusion: Developing Learning and Participation in Schools

   Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.This third edition of the Index is available on loan from the IHC library. The second edition, published...

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   Index for Inclusion: Developing Learning and Participation in Schools

   Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.

   This third edition of the Index is available on loan from the IHC library. The second edition, published in 2002, is also available.

   The Index for Inclusion has supported principled school development around the world since its first publication in 2000. Its approach to whole-school improvement is based on the principles of inclusion and is structured around three dimensions: culture, polices, and practices.

   The success of the Index can be judged by the fact that it has been translated into 37 languages.

   You can find more information, including a detailed description, on the CSIE website.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices

   Contributed by:

   Booth, T., and Ainscow, M. 2011 .

6. Educational Leaders

   The  Educational Leaders site supports New Zealand school leaders solve problems and increase their professional learning. The site is a rich repository of information about leadership, change, inquiry, and knowledge building. It includes specific sections on culture, pedagogy and assessment,...

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   Educational Leaders

   The  Educational Leaders site supports New Zealand school leaders solve problems and increase their professional learning. The site is a rich repository of information about leadership, change, inquiry, and knowledge building. It includes specific sections on culture, pedagogy and assessment, and problem solving. There are also practical supports for managing schools effectively.

    A page on Attitudes, values, and ethics provides information and resources for taking moral leadership and setting clear goals that ensure success for all students.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Ministry of Education .

7. Ki te Aoturoa: Improving Inservice Teacher Educator Learning and Practice

   Ministry of Education (2008). Ki te Aoturoa: Improving Inservice Teacher Educator Learning and Practice. Wellington: Learning Media. Ki te Aoturoa is a set of learning materials that is designed to support leaders of educational learning to learn and improve so...

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   Ki te Aoturoa: Improving Inservice Teacher Educator Learning and Practice

   Ministry of Education (2008). Ki te Aoturoa: Improving Inservice Teacher Educator Learning and Practice. Wellington: Learning Media.

   Ki te Aoturoa is a set of learning materials that is designed to support leaders of educational learning to learn and improve so that they can support the learning of others, with the ultimate goal of improved outcomes for students. The materials emphasise a collaborative process in which each person is treated with respect while their knowledge, values, beliefs, and practices are considered and critiqued.

   You may find the following sections of particular value.

   • The chapter on 'Conducting Inquiry' includes a section on selecting a collaborative process and activities to scaffold learning. The section describes five approaches, illustrated by video clips from practice:
     • aligning beliefs with practice through problem-based methodology
     • learning from modelling by others
     • participating in role play
     • using a coach or mentor
     • working with a critical friend.

   • The Learning cases show inservice teacher educators using a version of the inquiry and knowledge-building cycle as they work to improve their own practice while simultaneously supporting others to inquire into and improve theirs.
   • School leaders may find the chapter ' Change for Improvement' useful for thinking about how to manage their communities through the discomfort and uncertainty of change. See, in particular, the suggested activity on page 176, which is based on a set of assumptions on educational change developed by Michael Fullan (2007).
   •  The chapter on ' Communication and Relationships' may help prompt thinking about the kinds of relationships necessary to bring about worthwhile change and how they can be created.

   Fullan, M. (2007). The New Meaning of Educational Change, 4th ed. New York: Teachers College Press.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Ministry of Education 2008 Wellington: Learning Media.

8. Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through Inquiry

   Ministry of Education (2009). Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through Inquiry. Wellington: Learning Media. These materials illustrate teachers’ use of an inquiry approach to become more culturally responsive and improve educational outcomes for their Māori...

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   Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through Inquiry

   Ministry of Education (2009). Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through Inquiry. Wellington: Learning Media.

   These materials illustrate teachers’ use of an inquiry approach to become more culturally responsive and improve educational outcomes for their Māori and Pasifika students. While not specifically focused on students with ASD, they have value in helping you inquire into your own understandings about teaching as inquiry, cultural responsiveness, and effective pedagogy.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Evolving inclusive practices

   Contributed by:

   Ministry of Education 2009 Wellington: Learning Media.

9. Teacher Professional Learning and Development

   Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis iteration [BES]. Wellington: Ministry of Education.Timperley, H. S. (2008). Teacher Professional Learning and Development. Geneva, Switzerland: International Academy of Education/International Bureau of...

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   Teacher Professional Learning and Development

   Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis iteration [BES]. Wellington: Ministry of Education.

   Timperley, H. S. (2008). Teacher Professional Learning and Development. Geneva, Switzerland: International Academy of Education/International Bureau of Education.

   The  Teacher Professional Learning and Development: Best Evidence Synthesis Iteration draws together evidence from New Zealand and around the world about the professional learning conditions necessary to support teachers to gain new knowledge and skills, changing their practice in such a way that it has a positive effect on student outcomes.

   Teacher Professional Learning and Development is a summary that condenses the findings to ten key principles. Those principles do not operate independently, but need to be integrated in a cycle of inquiry and knowledge-building.

   All of the best-evidence syntheses are focused throughout on improved outcomes for diverse learners. Chapter 9 of this BES is particularly relevant to the notion of inclusion, because it looks at research on reframing teachers’ social constructions of students.

   This BES also includes a case study – 'Translating Theory into Practice' – that describes how a teacher used an action research approach to translate her learning about inclusion for students with disabilities into her teaching and learning programme.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Building inclusive school cultures

   Contributed by:

   Timperley, H., Wilson, A., Barrar, H., and Fung, I. Wellington: Ministry of Education.

10. Quality Teaching Research and Development Project: Learning Materials

    The Quality Teaching Research and Development Project supported teachers in a variety of contexts to conduct inquiries into their own practice focused on becoming more culturally responsive and effective teachers of their Māori and Pasifika students.A  research report unpacks the findings...

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    Quality Teaching Research and Development Project: Learning Materials

    The Quality Teaching Research and Development Project supported teachers in a variety of contexts to conduct inquiries into their own practice focused on becoming more culturally responsive and effective teachers of their Māori and Pasifika students.

    A  research report unpacks the findings from the project’s evaluation. In addition, set of learning materials was designed to support teachers and school leaders to consider the application of the teachers’ learning to their own practice. By exploring those materials you can learn more about teacher inquiry and knowledge-building, effective pedagogy, and cultural responsiveness.

    Earl, L., Timperley, H., and Stewart, G. (October 2008). Learning from the Quality Teaching Research and Development Programme (QTR&D) – Findings of the External Evaluation. Toronto, Canada: Aporia Consulting.

    Resources for:

    Further learning , Taking action , Others' stories

    Relevant to:

    Inquiry and knowledge-building, Understanding inclusion, Evolving inclusive practices

    Contributed by:

    Ministry of Education 2007-2008 .