Dates: 2011- 2014
Five universities and eight secondary schools worked together as active partners within the project. These represented three countries – the UK, Spain and Portugal.
The project involved the use of two cycles of collaborative action research and led to the development of a strategy for teacher development.
The evidence from the project schools is that the strategy does work and that it can be a practical benefit both to teachers and to their students. The project has produced a video, a guide and accounts of practice in five languages, all available for free download from the project website.
Publications:
Messiou, K. (2018). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 1 13. DOI: org/10.1080/09650792.2018.1436081
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C. and 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. DOI: 10.1080/09243453.2014.966726
Messiou, K., & Ainscow, M. (2015). Responding to learner diversity: student views as a catalyst for powerful teacher development? Teaching and Teacher Education, 51, 246-255. DOI: 10.1016/j.tate.2015.07.002
Messiou, K., & Hope, M. A. (2015). The danger of subverting students’ views in schools. International Journal of Inclusive Education, 19(10), 1009-1021. DOI: 10.1080/13603116.2015.1024763