Journal 2

Article title : The implementation of a collaborative action research
programme for developing inclusive practices: social learning
in small internal networks.
Author : Panayiotis Angelides, Renos Georgiou and Kyriaki Kyriakou
Journal Collection: Educational Action Research Volume 16 (4) page 557 - 568
Publisher : Routledge Taylor & Francis Group
Year : 2008

Aim:
The aim of this project was to investigating the implementation of a collaborative action research (CAR) programme for the development of inclusive practices. .

Sample:
Three researcher were involved, namely Renos, a teacher and coordinator of the research; Panayiotis, an academic specializing in inclusive education; and Kyriaki, the teacher in the CAR class. The third class which had 17 pupils had chosen which the CAR was implemented.

Setting:
Research was took place in village primary school in the Famagusta district, Cyprus. Research was conducted for 16 weeks.

Procedures:
For the beginning, all of them we met and designed the research. The meaning of the term `inclusive education’ was clarified. After designing the research, CAR was implemented in the desired class. All lessons that taught during learning session were planned collaboratively by Renos and Kyriakiri with the purpose to collect data and implement CAR. At the end of the lesson, all data were discussed and analysed. Any problematic activities, practices and results were discussed for further analysis as well as designing new activities to provide more inclusive education. Data were collected from Renos reflections and his comments regarding the behavior and action of Kyriaki and her students. Tape recorded interviews, lessons and vignettes were some type of data used in this research. In order to establish the trustworthiness of the data, two methods of triangulation were used, by cross-compared and examined the data from multiple angles and perspectives.
Then, entering the next step was data analysis. Six stages were involved. First stage the data were organized and studied separately. After did some reading, data were examined in the second stage to see its connection within a theoretical model. In the third stage data were divided into categories and named. In the forth stage all categories were put together in bigger groups. In the fifth and sixth stages, each category were substantiate with raw data. Collaboratively, the themes were set as well as the data used to substantiate these themes. Unfortunately, these themes were overlapping and interrelated. Thus, separation had to be done. Themes that emerge from this research were differentiation of planning and teaching also teacher as a leader. Parents also play an important factor in CAR process because parents contribute for the success of inclusive education. So, Kyriaki had invited parents come to school for the purpose of discussing and co-planning the learning of their children. Thus, parents were directly involved in the learning of their children.

Research outcomes:
This project had developed inclusive practices in the classroom. Its improve equal opportunities for all students. Participation of teachers with the help of some ‘outsiders’ such as academics and school advisor also can help in develop more inclusive practice. Thus, small internal learning networks develop in the school then becoming communities of learning.