Tony Booth
Biographic Data
| ID | 5570342 |
|---|---|
| NAME | Tony Booth |
| GIVEN NAMES | Tony |
| FAMILY NAME | Booth |
| SIGNATURE | BOOTH T |
| AFFILIATIONS | Canterbury Christ Church University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 67 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 5 |
Guía para la Educación Inclusiva. Promoviendo el Aprendizaje y la Participación en las Escuelas
Este artículo presenta la traducción al castellano de la tercera edición del Index for Inclusion, editado por Booth y Ainscow en 2011. Se trata de una nueva versión revisada y ampliada, especialmente en dos direcciones: los elementos que fundamentan la educación inclusiva y la propuesta de un curriculum preocupado por la sostenibilidad. Se trata de un instrumento útil para guiar la autorreflexión, la participación y el diálogo entre los diferente…
Developing inclusive teacher education?
Views from the institution
Developing inclusive teacher education
Improving Schools, Developing Inclusion
While many books explore the possibilities for developing inclusive practices in schools, and ‘inclusion’ is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusi…
Inclusion and the standards agenda
This paper reports on some aspects of a collaborative action research project involving teams from 25 schools in England working with researchers from three universities in an attempt to understand how schools can develop more inclusive cultures, policies and practices. Unusually in this field, the schools were not selected because of any exceptional and explicit commitment to ‘inclusion’. A common process of development emerged across the school…
From Them to Us
Teacher learning and the development of inclusive practices and policies
The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network ‘Understanding and Developing Inclusive Practices in Schools’ presented an opportunity both to understand the nature of this learning and to explore more optimal conditions for it to take place. By comparing and contrasting the findings from three …
Understanding and developing inclusive practices in schools
This paper provides an account of the methodological lessons and emerging findings of a collaborative action research network in England. The Network involves teams of researchers from three universities in working alongside school and local education authority practitioners as they explore ways of developing more inclusive practices. The analysis of these experiences throws light on the nature of the tensions between national policies for raisin…
Developing Inclusive Teacher Education
Understanding inclusion and exclusion in the English competitive education system
In this article the processes of inclusion and exclusion are explored in one secondary school. The interplay between processes within the school and the competitive changes within the English education system that have increased exclusionary pressures on some students are examined. The school includes students with visual disabilities and others categorized as having ‘severe learning difficulties’. The emphasis, however, is on how the school resp…
Backwards into the Future
(1987). Backwards into the Future: Residential Special Education. Disability, Handicap & Society: Vol. 2, No. 2, pp. 187-192
Understanding and developing inclusive practices in schools
This paper provides an account of the methodological lessons and emerging findings of a collaborative action research network in England. The Network involves teams of researchers from three universities in working alongside school and local education authority practitioners as they explore ways of developing more inclusive practices. The analysis of these experiences throws light on the nature of the tensions between national policies for raisin…
Inclusion and the standards agenda
This paper reports on some aspects of a collaborative action research project involving teams from 25 schools in England working with researchers from three universities in an attempt to understand how schools can develop more inclusive cultures, policies and practices. Unusually in this field, the schools were not selected because of any exceptional and explicit commitment to ‘inclusion’. A common process of development emerged across the school…
Understanding inclusion and exclusion in the English competitive education system
In this article the processes of inclusion and exclusion are explored in one secondary school. The interplay between processes within the school and the competitive changes within the English education system that have increased exclusionary pressures on some students are examined. The school includes students with visual disabilities and others categorized as having ‘severe learning difficulties’. The emphasis, however, is on how the school resp…
Guía para la Educación Inclusiva. Promoviendo el Aprendizaje y la Participación en las Escuelas
Este artículo presenta la traducción al castellano de la tercera edición del Index for Inclusion, editado por Booth y Ainscow en 2011. Se trata de una nueva versión revisada y ampliada, especialmente en dos direcciones: los elementos que fundamentan la educación inclusiva y la propuesta de un curriculum preocupado por la sostenibilidad. Se trata de un instrumento útil para guiar la autorreflexión, la participación y el diálogo entre los diferente…
Teacher learning and the development of inclusive practices and policies
The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network ‘Understanding and Developing Inclusive Practices in Schools’ presented an opportunity both to understand the nature of this learning and to explore more optimal conditions for it to take place. By comparing and contrasting the findings from three …
Backwards into the Future
(1987). Backwards into the Future: Residential Special Education. Disability, Handicap & Society: Vol. 2, No. 2, pp. 187-192
Understanding inclusion and exclusion in the English competitive education system
In this article the processes of inclusion and exclusion are explored in one secondary school. The interplay between processes within the school and the competitive changes within the English education system that have increased exclusionary pressures on some students are examined. The school includes students with visual disabilities and others categorized as having ‘severe learning difficulties’. The emphasis, however, is on how the school resp…
Developing Inclusive Teacher Education
Understanding and developing inclusive practices in schools
This paper provides an account of the methodological lessons and emerging findings of a collaborative action research network in England. The Network involves teams of researchers from three universities in working alongside school and local education authority practitioners as they explore ways of developing more inclusive practices. The analysis of these experiences throws light on the nature of the tensions between national policies for raisin…
From Them to Us
Teacher learning and the development of inclusive practices and policies
The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network ‘Understanding and Developing Inclusive Practices in Schools’ presented an opportunity both to understand the nature of this learning and to explore more optimal conditions for it to take place. By comparing and contrasting the findings from three …
Improving Schools, Developing Inclusion
While many books explore the possibilities for developing inclusive practices in schools, and ‘inclusion’ is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusi…
Inclusion and the standards agenda
This paper reports on some aspects of a collaborative action research project involving teams from 25 schools in England working with researchers from three universities in an attempt to understand how schools can develop more inclusive cultures, policies and practices. Unusually in this field, the schools were not selected because of any exceptional and explicit commitment to ‘inclusion’. A common process of development emerged across the school…
Developing inclusive teacher education?
Views from the institution
Developing inclusive teacher education
Guía para la Educación Inclusiva. Promoviendo el Aprendizaje y la Participación en las Escuelas
Este artículo presenta la traducción al castellano de la tercera edición del Index for Inclusion, editado por Booth y Ainscow en 2011. Se trata de una nueva versión revisada y ampliada, especialmente en dos direcciones: los elementos que fundamentan la educación inclusiva y la propuesta de un curriculum preocupado por la sostenibilidad. Se trata de un instrumento útil para guiar la autorreflexión, la participación y el diálogo entre los diferente…
Sociology (8 works) · Pedagogy (6 works) · Education Systems and Policy (5 works) · Mathematics education (5 works) · Political science (5 works) · Psychology (5 works) · Action research (3 works) · Collaborative Teaching and Inclusion (3 works) · Inclusion (mineral (3 works) · Inclusive education (3 works)