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Author:   Felicity Armstrong (UCL Institute of Education, UK) ,  Diana Tsokova (UCL Institute of Education, UK) ,  Diana Tsokova (UCL Institute of Education, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.412kg
ISBN:  

9781138485686

ISBN 10:   1138485683
Pages:   174
Publication Date:   08 May 2019
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Foreword Introduction 1. Social Constructivism and Action Research: transforming teaching and learning through collaborative practice 2. Voices of the unheard: Dialogues with mainstream primary school teachers of students with visual impairments in Grenada 3. Listening to students’ voices to build an inclusive school with deaf students in Saudi Arabia 4. Scaffolding friendships and social relationships in a primary school in England 5. Developing positive social interactions among children in a Danish preschool 6. ""The Art of Making Friends"": Encouraging dialogue and active participation in an early years classroom in Greece 7. Promoting inclusive actions beyond classrooms in an Institute of Higher Learning in Singapore 8. A social constructivist approach to teaching poetry with Year 8 in England 9 Encouraging the Inclusivity of International Students in Singapore through the Literature Curriculum 10. A collaborative action research project within a data driven culture: improving teaching and learning through social constructivism in England 11. Changing Perceptions of Teachers in Special Needs Education in Ireland using the Mainstream Science Curriculum to Encourage Inclusive Education 12. ‘Supporting’ young people identified as having a special educational need in their work experience in England: critical reflections 13. From homework to home learning: creating and implementing a non-traditional homework policy in an international school in London 14. Creating a culture of dialogue and transparency with parents and teachers in a primary school in Germany"

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Author Information

Felicity Armstrong is Professor of Education at the Institute of Education, University College London, UK. Diana Tsokova is an independent Higher Education researcher and practitioner. She formerly worked as a Senior Lecturer in the Psychology of Special Needs in Primary Education at the Institute of Education, University College London, UK.

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