Teaching for all? Measuring the quality of inclusive practices across eight countries
Bibliographic Data
| ID | 11920193 |
|---|---|
| Authors | Ezequiel Molina (0000-0001-7332-7483, World Bank, corresponding author), Emma Carter (0000-0001-6169-3806, University of Cambridge), Diego Luna Bazaldua (World Bank), Adelle Pushparatnam (0000-0003-4975-4711, World Bank), Nidhi Singal (0000-0001-5900-168X, University of Cambridge) |
| Year | 2024 |
| Volume | 55 |
| Issue | 4 |
| Pages | 641-659 |
| Publication date | 2024-01-16 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2024.2304293 |
| OpenAlex | W4390913630 |
| Language | EN |
| References cited | 24 |
While consensus exists on the importance of inclusive education, there is limited evidence on the use and quality of inclusive teaching practices and the extent to which these are related to effective teaching more generally. This article uses the Universal Design for Learning Framework and Teach observation tool to examine use of inclusive teaching practices across eight countries and their relationship to other teaching quality behaviours. Through analysis of data from 5348 classroom observations, findings revealed that while teachers spent over 87% of class-time on task, most did not implement high-quality inclusive practices. Teachers also demonstrate similar strengths and weaknesses in inclusive teaching across countries. Additionally, teachers who demonstrate quality inclusive teaching practices are more likely to demonstrate better teaching in other areas. Finally, this study provides evidence that while inclusive teaching is related to effective teaching more generally, distinctions exist between these constructs which warrant separate consideration amongst educators
Class (philosophy · Inclusion (mineral · Mathematics education · Pedagogy · Quality (philosophy · Strengths and weaknesses · Task (project management · Teaching method · Warrant · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Engineering · Psychology · Social Psychology · Teacher Education and Leadership Studies
Correlation Coefficients
Validating the Interpretations and Uses of Test Scores
A Review of Research on Universal Design Educational Models
Universal Design for Learning
Unlocking the Black Box
Inclusions and Exclusions in Rural Tanzanian Primary Schools
Challenges and opportunities in efforts towards inclusive education
The effectiveness of universal design for learning
Structural predictors of child care quality in child care homes
Predicting process quality from structural quality in preschool programs
Assessment of pedagogical practices and processes in low and middle income countries
Beginning to teach inclusively
Measuring the quality of teaching practices in primary schools
Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in Malawi
The inclusion of inclusive education in international development
Disability and school attendance in 15 low- and middle-income countries
United Nations International Children's Emergency Fund
| Citation velocity | historical |
|---|---|
| Highly cited | No |