Joseph Mintz
Biographic Data
| ID | 4628134 |
|---|---|
| NAME | Joseph Mintz |
| GIVEN NAMES | Joseph |
| FAMILY NAME | Mintz |
| SIGNATURE | MINTZ J |
| AFFILIATIONS | University College London |
| ORCID | 0000-0001-7622-9248 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
From Compliance to Cultivation
Leadership plays a decisive role in shaping inclusive cultures in early childhood education, yet its influence operates through complex social mechanisms beyond formal policy implementation. This qualitative case study applies Communities of Practice (CoP) theory to examine how leadership values shape the practices, relationships and collaborative dynamics of two kindergartens in a competitive, market-driven system. Through the CoP lens, we demon…
Perspectives on Employing a Structured Fifth-Grade Mathematics Curriculum Based on a Learning Outcomes Model with Students with Special Educational Needs in Kuwait Mainstream Schools
This study aimed to investigate the use of a structured learning outcomes approach for fifth-grade mathematics instruction, with a focus on students with difficulties in learning mathematics, across two mainstream schools in Kuwait. Three special education teachers, across three classes, who worked with 30 focus students, participated in the study. Teachers implemented a structured approach to curriculum and pedagogy based on a focus on learning …
Careers guidance in specialist settings in England—Moving towards career readiness? Findings from OFSTED research
The aims of this study were to investigate careers guidance for children and young people with special educational needs and disabilities (SEND) in specialist provision in England. There has been growing interest internationally in ensuring effective careers guidance for secondary education promotes social mobility and gives all children and young people the best chance in life. Although there has been some limited consideration of how to tailor …
Prospects for applying a theory of change model to the use of research evidence in autism education
Educators and educational researchers show continued interest in how schools can best make use of research evidence in bringing about change in practice in schools. A number of models have been developed to support schools in this challenge, such as research learning communities and lesson study. However, questions remain about the effectiveness of such models, their fit to the particular needs of schools and the extent to which they contribute m…
Special education teachers’ understanding and use of evidence‐informed practice in the inclusion of children with SEN in Kuwait
This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence‐informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher understanding of and use of two selected evidence‐informed approaches: peer tutoring strategy and the JIGS…
The role of universities and knowledge in teacher education for inclusion
Neoliberal critiques of university-based teacher education programmes have led to policy changes such as the rise of alternative certification programmes, bringing in to question the role of the university in teacher education. Concomitantly, such changes problematise the place of knowledge and evidence in teacher education. This issue is of particular importance given extant debates about the place of propositional knowledge about children with …
The reality of reality shock for inclusion
A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special education…
There is a well‐founded assumption in the literature that the first year of teaching presents challenges to beginning teachers. However, few studies have looked empirically at how beginning teacher perceptions about teaching ability change from the pre‐service to the novice teacher year. This is particularly the case for inclusive education, where no substantive empirical studies have measured such a change in teacher perceptions across these pha…
Bion and Schön
Schön’s concept of ‘reflection in action’, particularly when interpreted from a sociocultural perspective, is often used as frame with which to consider the relationship between theoretical and tacit knowledge in the work of teachers. This paper presents an alternative interpretative frame for Schön which makes use of the ideas of Wilfred Bion, perhaps the most influential psychoanalyst of the second half of the twentieth century. It is argued th…
Inclusive pedagogy and knowledge in special education
There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of inclusive pedagogy. Drawing on the ‘knowledge turn’ in curriculum studies, we argue that although an analytical distinction between knowledge and pedagogy may be us…
Reconceptualizing lifelong learning
Abingdon, Routledge, 2007, 238 pp., £22.99 (paperback), ISBN 978‐0415376 150 The move towards widening participation in both further and higher education has been driven simultaneously by a desire
The reality of reality shock for inclusion
Inclusive pedagogy and knowledge in special education
There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of inclusive pedagogy. Drawing on the ‘knowledge turn’ in curriculum studies, we argue that although an analytical distinction between knowledge and pedagogy may be us…
Reconceptualizing lifelong learning
Abingdon, Routledge, 2007, 238 pp., £22.99 (paperback), ISBN 978‐0415376 150 The move towards widening participation in both further and higher education has been driven simultaneously by a desire
Inclusive pedagogy and knowledge in special education
There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of inclusive pedagogy. Drawing on the ‘knowledge turn’ in curriculum studies, we argue that although an analytical distinction between knowledge and pedagogy may be us…
Bion and Schön
Schön’s concept of ‘reflection in action’, particularly when interpreted from a sociocultural perspective, is often used as frame with which to consider the relationship between theoretical and tacit knowledge in the work of teachers. This paper presents an alternative interpretative frame for Schön which makes use of the ideas of Wilfred Bion, perhaps the most influential psychoanalyst of the second half of the twentieth century. It is argued th…
A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special education…
There is a well‐founded assumption in the literature that the first year of teaching presents challenges to beginning teachers. However, few studies have looked empirically at how beginning teacher perceptions about teaching ability change from the pre‐service to the novice teacher year. This is particularly the case for inclusive education, where no substantive empirical studies have measured such a change in teacher perceptions across these pha…
The reality of reality shock for inclusion
Special education teachers’ understanding and use of evidence‐informed practice in the inclusion of children with SEN in Kuwait
This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence‐informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher understanding of and use of two selected evidence‐informed approaches: peer tutoring strategy and the JIGS…
The role of universities and knowledge in teacher education for inclusion
Neoliberal critiques of university-based teacher education programmes have led to policy changes such as the rise of alternative certification programmes, bringing in to question the role of the university in teacher education. Concomitantly, such changes problematise the place of knowledge and evidence in teacher education. This issue is of particular importance given extant debates about the place of propositional knowledge about children with …
Prospects for applying a theory of change model to the use of research evidence in autism education
Educators and educational researchers show continued interest in how schools can best make use of research evidence in bringing about change in practice in schools. A number of models have been developed to support schools in this challenge, such as research learning communities and lesson study. However, questions remain about the effectiveness of such models, their fit to the particular needs of schools and the extent to which they contribute m…
From Compliance to Cultivation
Leadership plays a decisive role in shaping inclusive cultures in early childhood education, yet its influence operates through complex social mechanisms beyond formal policy implementation. This qualitative case study applies Communities of Practice (CoP) theory to examine how leadership values shape the practices, relationships and collaborative dynamics of two kindergartens in a competitive, market-driven system. Through the CoP lens, we demon…
Perspectives on Employing a Structured Fifth-Grade Mathematics Curriculum Based on a Learning Outcomes Model with Students with Special Educational Needs in Kuwait Mainstream Schools
This study aimed to investigate the use of a structured learning outcomes approach for fifth-grade mathematics instruction, with a focus on students with difficulties in learning mathematics, across two mainstream schools in Kuwait. Three special education teachers, across three classes, who worked with 30 focus students, participated in the study. Teachers implemented a structured approach to curriculum and pedagogy based on a focus on learning …
Careers guidance in specialist settings in England—Moving towards career readiness? Findings from OFSTED research
The aims of this study were to investigate careers guidance for children and young people with special educational needs and disabilities (SEND) in specialist provision in England. There has been growing interest internationally in ensuring effective careers guidance for secondary education promotes social mobility and gives all children and young people the best chance in life. Although there has been some limited consideration of how to tailor …
Pedagogy (9 works) · Psychology (9 works) · Teacher Education and Leadership Studies (6 works) · Mathematics education (5 works) · Sociology (5 works) · Political science (4 works) · Social Psychology (4 works) · Educational and Psychological Assessments (3 works) · Global Educational Policies and Reforms (3 works) · Inclusion (mineral (3 works)