In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.
Spanning Mel Ainscow’s accomplished 30 year international career in education, the texts in this book trace his efforts to find ways of fostering more equitable forms of education. This has involved a series of struggles as he has experimented with different approaches - in a variety of contexts - to find new possibilities for responding to learner diversity. Over the years this has related to a variety of headline themes, starting from special education, through to integration, on to inclusive education, and then, more recently, educational equity.
The readings have been chosen to illustrate the changes that have occurred in Ainscow’s thinking and practices and a short introduction is provided for each chapter that is intended to help readers to understand the significance of what is presented and how this relates to other chapters in the book. The writings in this text reinforce the idea that the promotion of equity in schools is essentially a social process that has to occur within particular contexts.
1. Introduction: making sense of my struggles
2. Rethinking the agenda
Ainscow, M. (1999) Understanding the development of inclusive schools. London: Routledge (Chapter 2: Learning from experience)
3. An objectives approach
Ainscow, M. and Tweddle, D.A. (1979) Preventing Classroom Failure: An Objectives Approach. London: Wiley/Fulton (Chapter 1: Peter; and Chapter 2: Teaching slow learners)
4. Towards inclusive education
Ainscow, M. and Tweddle, D.A. (1988) Encouraging Classroom Success. London: Fulton (Chapter 1: Success in the classroom)
5. Improving the quality of education for all
Ainscow, M. and Hopkins, D. (1992) Aboard the 'moving school'. Educational Leadership 50(3), 79-81
6. Learning from differences
Ainscow, M. (2000) Reaching out to all learners: some lessons from international experience. School Effectiveness and School Improvement, 11, (1), 1-9.
7. The Index for Inclusion
Ainscow, M. (2002) Using research to encourage the development of inclusive practices. In: P. Farrell and M. Ainscow (Eds.) Making Special Education Inclusive. London: Fulton.
8. Using action research
Ainscow, M., Booth, T. and Dyson, A. (2006) Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education. 10 (4–5), 295–308
9. Future directions for special schools
Ainscow, M. (2006) Towards a more inclusive education system: where next for special schools? In R. Cigman (ed.), Included or Excluded? The challenge of the mainstream for some SEN children. Routledge
10. Levers for change
Ainscow, M. (2005) Developing inclusive education systems: what are the levers for change? Journal of Educational Change 6(2), 109-124
11. Leadership and collaboration
Ainscow, M. and West, M. (eds.) (2006) Improving Urban Schools: Leadership and Collaboration. Open University Press (Chapter 12: Drawing the lessons)
12. Education for all
Ainscow, M. and Miles, S. (2008) Making Education for All inclusive: where next? Prospects, 37 (1), 15-34
13. The power of networking
Ainscow, M. (2010) Achieving excellence and equity: reflections on the development of practices in one local district over 10 years. School Effectiveness and School Improvement, 21 (1), 75-91
14. Using evidence to promote equity in schools
Ainscow, M., Dyson, A., Goldrick, S. and West, M. (2012)Making schools effective for all: rethinking the task. School Leadership and Management, 32(3),1-17
15. Towards self-improving school systems
Ainscow, M. (2012) Moving knowledge around: strategies for fostering equity within educational systems.Journal of Educational Change 13(3), 289-310
16. Some final thoughts: where next?
The World Library of Educationalists celebrates the important contributions to education made by leading experts in their individual fields of study. Each scholar has compiled a career-long collection of what they consider to be their finest pieces: extracts from books, journals, articles, major theoretical and practical contributions, and salient research findings.
For the first time ever the work of each contributor is presented in a single volume so readers can follow the themes and progress of their work and identify the contributions made to, and the development of, the fields themselves.
The distinguished careers of the selected experts span at least two decades and include Richard Aldrich, Stephen J. Ball, Elliot W. Eisner, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree and E.C. Wragg.
Each book in the series features a specially written introduction by the contributor giving an overview of their career, contextualizing their selection within the development of the field, and showing how their own thinking developed over time.