Understanding school cultures : developing participation

In this thesis I examine the relationship between school cultures and participation. I start by describing the three methodological approaches I have taken to explore these two key concepts. First, I discuss the reading I have undertaken for the study. Second, by reflecting on my existing experiences of schools and education, I present a series of autobiographical tales. Third, I provide an in-depth case study of a single school The study of this urban comprehensive school comprises the main part of the empirical work. By working as a learning support assistant whilst researching at the school I was able to observe closely its cultures and their relationship to processes of and barriers to participation. I focus on three aspects of this relationship: Interacting with Extemal Worlds, Forming Relationships within the Institutional Structures of a School and Supporting Classroom Learning: Valuing Diversity? Through an analysis of the findings from my reading, autobiographical fragments and the case study, I am able to redefine the key concepts of the thesis and establish si"'{ principal conclusions. I argue that the concept of school cultures is central to understanding participation and that the successful development of more participatory policies and practices requires a concomitant shift in school cultures. I note the importance of understanding members' values and beliefs and suggest that at the heart of developing participation is first, the nature of relationships between members and second, responses to diversity. I end the thesis with a critique of the study's methodology and a number of recommendations for further research. Finally, I consider the contribution this thesis has made to an understanding of the process of research through its intention to maintain integrity both within and between its methodological approaches and its conceptual development

Evaluation of variation in special educational needs provision and its impact on health and education using administrative records for England: umbrella protocol for a mixed-methods research programme

INTRODUCTION: One-third of children in England have special educational needs (SEN) provision recorded during their school career. The proportion of children with SEN provision varies between schools and demographic groups, which may reflect variation in need, inequitable provision and/or systemic factors. There is scant evidence on whether SEN provision improves health and education outcomes. METHODS: The Health Outcomes of young People in Education (HOPE) research programme uses administrative data from the Education and Child Health Insights from Linked Data-ECHILD-which contains data from all state schools, and contacts with National Health Service hospitals in England, to explore variation in SEN provision and its impact on health and education outcomes. This umbrella protocol sets out analyses across four work packages (WP). WP1 defined a range of 'health phenotypes', that is health conditions expected to need SEN provision in primary school. Next, we describe health and education outcomes (WP1) and individual, school-level and area-level factors affecting variation in SEN provision across different phenotypes (WP2). WP3 assesses the impact of SEN provision on health and education outcomes for specific health phenotypes using a range of causal inference methods to account for confounding factors and possible selection bias. In WP4 we review local policies and synthesise findings from surveys, interviews and focus groups of service users and providers to understand factors associated with variation in and experiences of identification, assessment and provision for SEN. Triangulation of findings on outcomes, variation and impact of SEN provision for different health phenotypes in ECHILD, with experiences of SEN provision will inform interpretation of findings for policy, practice and families and methods for future evaluation. ETHICS AND DISSEMINATION: Research ethics committees have approved the use of the ECHILD database and, separately, the survey, interviews and focus groups of young people, parents and service providers. These stakeholders will contribute to the design, interpretation and communication of findings

The genetic architecture of the human cerebral cortex

The cerebral cortex underlies our complex cognitive capabilities, yet little is known about the specific genetic loci that influence human cortical structure. To identify genetic variants that affect cortical structure, we conducted a genome-wide association meta-analysis of brain magnetic resonance imaging data from 51,665 individuals. We analyzed the surface area and average thickness of the whole cortex and 34 regions with known functional specializations. We identified 199 significant loci and found significant enrichment for loci influencing total surface area within regulatory elements that are active during prenatal cortical development, supporting the radial unit hypothesis. Loci that affect regional surface area cluster near genes in Wnt signaling pathways, which influence progenitor expansion and areal identity. Variation in cortical structure is genetically correlated with cognitive function, Parkinson's disease, insomnia, depression, neuroticism, and attention deficit hyperactivity disorder

The framework for participation: A research tool for exploring the relationship between achievement and inclusion in schools

This article examines the Framework for Participation: a research tool established to support a recently completed study. The research was undertaken to explore the relationship between achievement and inclusion because headteachers and teachers in some schools continue to resist becoming more inclusive in their student intake on the grounds that doing so has a negative effect on the academic achievement of other students and will lower overall standards. Embedded in these professional concerns are a number of assumptions about the nature of educational inclusion and achievement, as well as how they affect each other and how they might be measured. Therefore, the aim of the research was to gain a nuanced understanding of the relationship between inclusion and achievement. As part of this work, the Framework was devised, providing a valuable structure for the collection, analysis, and presentation of detailed qualitative and quantitative data within a multi-site case study approach. The article explores the development of the Framework’s principles, purposes, and structure, and describes how it was used in the project. In doing so, it examines ways in which the use of the Framework in case study research is methodologically distinct from other studies with similar concerns and interests

Researching achievement and inclusion to improve the educational experiences and outcomes of all learners

This paper considers some of the key issues that must be taken into account when conducting research on inclusive education in an era of standards based reform. It challenges the widely held assumption that high levels of educational inclusion are incompatible with high levels of academic achievement in schools and presents the Framework for Participation, a research tool developed by the authors, which supports practitioners (and other researchers) who wish to examine the development of inclusive practice in their own schools.Este artículo analiza algunas de las cuestiones clave que deben tenerse en cuenta al llevar a cabo investigaciones sobre la educación inclusiva en esta era de la reforma centrada en la calidad. Se desafía la idea generalizada de que niveles altos de inclusión educativa son incompatibles con niveles altos de rendimiento académico en las escuelas y se presenta un Marco de Referencia para la Participación (Framework for Participation), una herramienta de investigación desarrollada por los autores, que apoya a los profesionales (y otros investigadores) que deseen examinar el desarrollo de prácticas inclusivas en sus propias escuelas

School-university partnerships for educational research-distinctions, dilemmas and challenges

This article examines partnerships between universities and schools that focus on the generation of educational knowledge through practitioner research and enquiry. It draws on a seven-year study of a partnership between the Faculty of Education, University of Cambridge and a group of eight secondary schools. The article explores what has been learned about such partnerships, including the benefits and challenges arising from some fundamental differences between the nature of schools and universities as organizations and the roles and perspectives of teachers and academics within them. It considers different understandings of the notion of knowledge generation, including which forms of knowledge are valued and found to be useful. Conditions, structures and organizational arrangements that are necessary to support such research within school-university partnerships are discussed

Expanding possibilities for inclusive learning

While many teachers articulate a strong commitment to the values of equity and excellence underpinning inclusive education, they are often anxious about teaching increasingly diverse classes of children. This book, co-authored by researchers and practitioners, offers a strong foundation in the key principles, theories and debates that underpin current understandings of inclusive education and their implications for the development of inclusive learning for all members of a school’s community. Drawing on a wide range of recent research and practice, Expanding Possibilities for Inclusive Learning offers perspectives on inclusion from teachers, school leaders, other practitioners, children and parents. Readers are encouraged to reflect on their own beliefs, knowledge and practices as they plan to expand possibilities for inclusive learning in their own context. Each chapter provides reflective and practical activities to support practitioners to try out ideas in classrooms and schools. As part of the Unlocking Research series, the book draws on recent research to enrich the professional development of student and practising teachers, teaching assistants and school leaders. The examples of practice and reflective activities that run throughout offer authentic opportunities to challenge existing practices and policies and bring about meaningful change

Researching teachers, researching schools, researching networks: a review of the literature

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Developing Inclusive Classroom Communities : What Matters to Children in their Experiences of Inclusive Classroom Learning?

This paper reports on a study that examined how more inclusive classroom communities might be achieved. Its particular concerns were to explore the contribution children’s perspective might make to this work and to generate findings that would be meaningful for practitioners. The study was underpinned conceptually by the Framework of Participation, an established research tool in the field of inclusion. Data were collected through group discussions, involving 56 children (aged 4–11), across seven primary schools in England. The discussions focused on two related areas, belonging and learner diversity, and how these might matter to the children’s learning. Four key themes were identified: feeling comfortable and being safe; learning as the main activity; being friends and getting on together; sharing values and behaviours. The paper argues that listening to children’s views is valuable not only for research purposes but also as an integral aspect of strengthening their sense of community