Have a personal or library account? Click to login
Action research: The key to inclusive education in Cyprus Cover

Action research: The key to inclusive education in Cyprus

Open Access
|Dec 2019

References

  1. Ainscow, M., Booth T., & Dyson, A. (2006a). Inclusion and the standards agenda: Negotiating policy pressures in England. International Journal of Inclusive Education, 10(4-5), 295-308.10.1080/13603110500430633
  2. Ainscow, M., Booth, T., & Dyson, A. (2006b). Improving schools-Developing inclusion. London: Routledge.10.4324/9780203967157
  3. Altrichter, H., Feldman, A., Posch, P.. & Somekh, B. (2008). Teachers investigate their work; An introduction to action research across the professions. London: Routledge.
  4. Anastasiou, D., Kauffman, J., & Di Nuovo, S. (2015). Inclusive education in Italy: Description and reflections on full inclusion. European Journal of Special Needs, 30(4),1-15.10.1080/08856257.2015.1060075
  5. Angelides, P., & Avraamidou, L. (2010), Teaching in informal learning environments as a means for promoting inclusive education, Education, Knowledge & Economy, 4(1), 1-14.10.1080/17496891003708168
  6. Baralt, M., Pennestri, S., & Selvsantin, M. (2011). Action Research using wordless to teach foreign language writing. Language Learning & Technology, 15(2), 12-22. Blackburn, C. (2016). Early childhood inclusion in the United Kingdom. Infants & Young Children, 29(3), 239-246.10.1097/IYC.0000000000000069
  7. Blackmore, R., Aylward, E., & Grace, R. (2016). ‘One of the kids’: Parent perceptions of the developmental advantages arising from inclusion in mainstream early childhood education services, Australasian Journal of Early Childhood, 41(2), 13-17.10.1177/183693911604100203
  8. Campbell, A. (2013). The evolutionary psychology of women’s aggression. Phil Trans R Soc B 368:20130078. http://dx.doi.org/10.1098/rstb.2013.007810.1098/rstb.2013.0078
  9. Calhoun, E. (1994). How to use action research in the self-renewing school, Alexandria, VA: ASCD.
  10. Caro-Bruce, C. (2000) Action researcher: Facilitator’s handbook. National Council of Staff Development.
  11. Charalampous, C., & Papademetriou, C. (2018). Inclusion or exclusion? The role of special tutoring and education district committees in special secondary education units in Cyprus. International Journal of Education and Applied Research, 8(1), 30-36.
  12. Charalampous, C., & Papademetriou, C. (2019). Intermediate inverted leadership: The inclusive leader’s model. International Journal of Leadership in Education, 22 (1), 1360-3124.
  13. Cobb, C. (2015). Principals play many parts: A review of the research on school principals as special education leaders 2001–2011. International Journal of Inclusive Education, 9(3), 213-234.10.1080/13603116.2014.916354
  14. Cohen, L., Manion, L., & Marisson, K. (2011), Research methods in education. London: Routledge.
  15. Cook, J. (2010). Collaborative action research: The ethical challenges. International Journal of Evidence Based Coaching and Mentoring, 4, 141-150.
  16. Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage.
  17. EADSNE (Ed.) (2007). Lisbon Declaration. Available online: https://www.european-agency.org/country-information/cyprus/national-overview/special-needs-education-within-the-education-system.
  18. Ferrance, E. (2000). Themes in education: Action research. Brown University. Educational Alliance, 1-34.
  19. Frideres, J. (1992). A world of communities: Participatory research perspectives. Cactus Press.
  20. Jacobs, S. (2016). The use of participatory action research within education-benefits to stakeholders. World Journal of Education, 6(3), 48-55.10.5430/wje.v6n3p48
  21. Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), 119-134. Hathorn C., & Dillon, A. (2018). Action research as professional development: Its role in education reform in the United Arab Emirates, Issues in Educational Research, 28(1), 99-119.
  22. Hutchinson, S. A. (1998). Grounded theory. In: R. R. Sherman, & R. B. Webb (Eds.), Qualitative research in education: Focus and methods (pp. 123–140). London, UK: Falmer.
  23. Ivanova, N. (2015). Mixed methods applications in action research. United Kingdom: Sagepub.10.4135/9781071909843
  24. Kamler, E. (2016). Preparing school leaders: Action research on the leadership study group. Ιnquiry in Education, 8(1), 1-21.
  25. Kapenieks, J. (2016). Educational action research to achieve the essential competencies of the future. Journal of Teacher Education for Sustainability, 18(1), 95-110.10.1515/jtes-2016-0008
  26. Kemmis, S. (2010). What is professional practice? In C. Kanes (Ed.), Elaborating professionalism: Studies in practice and theory (pp. 139-166). New York: Springer. Lewis-Pierre, L. J., Kovacich, J., & Amankwaa, L. (2017). The application of grounded theory: An example from nursing workforce research. The Qualitative Report, 22(5), 1269-1283.
  27. Makoelle, T. M. (2012). Analysing the use of action research to develop practices of inclusion: A case of a south african school. J Sociology Soc Anth, 3(2), 83-91. Manzano-García, B., & Fernández, M. T. (2016). The inclusive education in Europe. Universal Journal of Educational Research, 4(2), 383-391.10.1080/09766634.2012.11885568
  28. McDonald, C. (2012). Understanding participatory action research: A qualitative research option. Canadian Journal of Action Research, 13(2), 34-50.10.33524/cjar.v13i2.37
  29. Messiou, K. (2018). Collaborative action research: Facilitating inclusion in schools. Educational Action Research, 27(2), 0965-0792.10.1080/09650792.2018.1436081
  30. Mettas, Α. (2010). A framework for action research for investigating children’s decision-making skills within design and technology education, Idater online Conference. Morales, M.P.E. (2016). Participatory action research (PAR) cum action research (AR) in teacher professional development: A literature review. International Journal of Research in Education and Science. (IJRES), 2(1), 156-165.10.21890/ijres.01395
  31. Navarro, S.B., Zervas, P., Fabregat Gesa R., & Sampson, D. (2016). Developing teachers’ competences for designing inclusive learning experiences, Journal of Educational Technology & Society, 19(1), 17-27.
  32. Parker, V., Lieshke, G., & Giles, M. (2017). Ground-up-top down: A mixed method action research study aimed at normalising research in practice for nurses and midwives, BMC Nurse, 16(52).10.1186/s12912-017-0249-8
  33. Razer, M. (2018). From power struggle to benevolent authority and empathic limit--setting: Creating inclusive school practice with excluded students through action research. Action research.10.1177/1476750318776730
  34. Rendani Sipho, N. (2012). Mixed methods-triangulation war: Hidden challenges to their conceptual survival. Journal of Applied Global Research, 5(14), 45-55.
  35. Sale, J. (2002.) Revisiting the quantitative-qualitative debate: Implications for mixed--methods research, Quality and Quantity, 36(1), 43-53.10.1023/A:1014301607592
  36. Sharma, U., Simi, J., & Forlin, C. (2015). Preparedness of pre-service teachers for inclusive education in the Solomon Islands, Australian Journal of Teacher Education, 40(5), 103-116.10.14221/ajte.2015v40n5.6
  37. Shpigelman, C., Reiter, S., & Weiss, P. (2008). E-mentoring for youth with special needs: Preliminary Results. Cyberpsychology and Behavior, 11(2), 196-200.10.1089/cpb.2007.0052
  38. Symeonidou, S. (2018). Disability, the arts and the curriculum: Is there common ground? European Journal of Special Needs in Education, 34(1), 0885-6257.10.1080/08856257.2018.1435012
  39. Soulis, S., Georgiou, A., Dimoula, K., & Rapti, D. (2016). Surveying inclusion in Greece: Empirical research in 2683 primary school students. International Journal of Inclusive Education, 20(7), 770-783.10.1080/13603116.2015.1111447
  40. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory- procedures and techniques. London: Sage.
  41. Symeonidou, S., &, Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25, 543–550.10.1016/j.tate.2009.02.001
  42. Symeonidou, S., & Phtiaka, H. (2014). ‘My colleagues wear blinkers…If they were trained, they would understand better’. Reflections on teacher education on inclusion in Cyprus. Journal of Research in Special Educational Needs, 14(2), 110-119.10.1111/j.1471-3802.2012.01234.x
  43. Tariq, A., Deppeler, J., & Umesh, U. (2013). Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education, Cambridge Journal of Education, 43(4), 517-535.10.1080/0305764X.2013.834036
  44. Tschannen-Moran M., & Gareis, C. (2015). Principals, trust, and cultivating vibrant schools. Societies, 5, 256–276.10.3390/soc5020256
  45. United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report 2005: The quality imperative, Paris: UNESCO Publishing.
DOI: https://doi.org/10.2478/jped-2019-0006 | Journal eISSN: 1338-2144 | Journal ISSN: 1338-1563
Language: English
Page range: 37 - 64
Published on: Dec 30, 2019
Published by: University of Trnava, Faculty of Education
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year

© 2019 Charalampous Constantia, Papademetriou Christos, published by University of Trnava, Faculty of Education
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.