Abstract
This introductory chapter outlines the rationale for using co-operative, evidence-based approaches of the sort illustrated in the subsequent three parts of the book. In so doing, it draws on the experiences and findings of some 15 years of research carried out by staff and students at the University of Manchester. This research has shown how processes of social learning, stimulated by inquiry, can foster a greater capacity for responding to learner diversity. Collaboration and the use of evidence as a means of stimulating experimentation are seen as key strategies for moving such processes in a more inclusive direction.
Original language | English |
---|---|
Title of host publication | Responding to Diversity in Schools |
Subtitle of host publication | An Inquiry-Based Approach |
Publisher | Routledge Taylor & Francis Group |
Pages | 19-31 |
Number of pages | 13 |
ISBN (Print) | 0203843401, 9780203843406 |
DOIs | |
Publication status | Published - 12 Sept 2010 |