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Staying on task: can a thinking skills approach support a productive pedagogy for inclusion

Baumfield, Vivienne and Devlin, Niall (2005) Staying on task: can a thinking skills approach support a productive pedagogy for inclusion. Journal of Research in Special Educational Needs, 5 (1). pp. 37-42. ISSN 1471-3802. DOI UNSPECIFIED

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Item Type: Article
Additional Information: This study investigates the effects of a thinking skills approach on the on task rates of pupils with SEN. It is an empirical study with two experimental and one control situation using a mixed method approach with quantitative and qualitative analysis of impact in order to test claims made regarding the potential of thinking skills. The work is an example of developing productive, collaborative partnerships between HEIs and LEA psychological services in order to develop research capacity and support the development of teaching as an evidence informed practice. The paper also contributes to our understanding of the value of productive pedagogies in promoting inclusion in mainstream classrooms.
Divisions: IOE Departments > Departments > Learning, Curriculum and Communication
Depositing User: Atira Pure
Date Deposited: 03 Sep 2014 16:55
Last Modified: 29 Jan 2015 08:19
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