The article explores an increasingly popular form of University support for school
development: collaborative action research. Research into the development of
inclusive practices in schools is a social process: it is impossible to understand the
process without thinking carefully about the relationship between the researcher and
the staff of the school. My aim here is to make connections between the development
of inclusive practices and features of the partnership between university and school
staff, in order to clarify the meaning and value of collaborative action research in
this context.
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References
1.
Adelman C. (1993) Kurt Lewin and the Origins of Action Research, Educational Action Research, 1/1 pp7-23
2.
Ainscow M., Booth T. and Dyson A. (2001) Understanding and Developing Inclusive Practices in Schools: a collaborative action research network. AERA conference, April2001
3.
Centre for Studies on Inclusive Education ( 2000) The Index for Inclusion, Bristol: CSIE
4.
Wagner J. (1997) The Unavoidable Intervention of Educational Research: A framework for reconsidering researcher-practitioner cooperation. Educational Researcher26/7 pp 13-22
