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Learning from differences: a strategy for teacher development in respect to student diversity

Messiou, Kyriaki; Ainscow, Mel; Echeita, Gerardo; Goldrick, Sue; Hope, Max; Paes, Isabel; Sandoval, Marta; Simon, Cecilia; Vitorino, Teresa

Authors

Kyriaki Messiou

Mel Ainscow

Gerardo Echeita

Sue Goldrick

Dr Max Hope Max.Hope@hull.ac.uk
Lecturer in Education and Social Inclusion

Isabel Paes

Marta Sandoval

Cecilia Simon

Teresa Vitorino



Abstract

Drawing on evidence gathered as a result of collaborative action research carried out in 8 secondary schools in 3 European countries, this paper proposes an innovative strategy for helping teachers respond positively to learner diversity. The strategy merges the idea of lesson study with an emphasis on listening to the views of students. The research suggests that it is this latter emphasis that makes the difference as far as responding to learner diversity is concerned. It is this that brings a critical edge to the process that has the potential to challenge teachers to go beyond the sharing of existing practices in order to invent new possibilities for engaging students in their lessons. The paper also considers some of the difficulties involved in using this strategy.

Journal Article Type Article
Publication Date Jan 2, 2016
Journal School effectiveness and school improvement
Print ISSN 0924-3453
Electronic ISSN 1744-5124
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 27
Issue 1
Pages 45-61
APA6 Citation Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., …Vitorino, T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61. https://doi.org/10.1080/09243453.2014.966726
DOI https://doi.org/10.1080/09243453.2014.966726
Keywords Diversity, Action research, Teacher development, Students' voices
Publisher URL http://www.tandfonline.com/doi/full/10.1080/09243453.2014.966726
Copyright Statement ©2017 University of Hull
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in School effectiveness and school improvement on 12/01/2016, available online: http://wwww.tandfonline...80/09243453.2014.966726

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