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- W4308589302 abstract "This chapter discusses the author's own experiences to consider how partnerships between practitioners and researchers can facilitate inclusive developments in schools. Ideas that emerged from Improving the Quality of Education for All were taken forward and developed through three further studies, all of which were carried out in policy contexts that hardly seemed conducive to the promotion of equity. Much of what teachers do during the intensive encounters that occur every day in classrooms is carried out at an automatic, intuitive level. A network of primary schools worked in partnership with a local university education department to bring teachers and researchers together. The relationship between practice and local meaning-making suggests that external agendas cannot simply be ‘imposed' on communities of practice." @default.
- W4308589302 created "2022-11-12" @default.
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- W4308589302 date "2022-11-08" @default.
- W4308589302 modified "2023-10-16" @default.
- W4308589302 title "Promoting inclusion and equity in schools through practitioner–researcher partnerships" @default.
- W4308589302 doi "https://doi.org/10.4324/9781003137634-11" @default.
- W4308589302 hasPublicationYear "2022" @default.
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