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Oxford Review of Education Volume 31, 2005 - Issue 4
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Original Articles

The project of the other: developing inclusive learning communities in schools

Hugh Busher University of Leicester, UKCorrespondence[email protected]
Pages 459-477 | Published online: 23 Jan 2007

Citations (18)

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Read on this site (13)

Dimitra Tsakalou, Lorna Hamilton & Jane Brown. (2020) Institutional narratives and the struggle for inclusive communities in the Greek context. International Journal of Inclusive Education 24:4, pages 395-413.
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Jane B. Huffman, Dianne F. Olivier, Ting Wang, Peiying Chen, Salleh Hairon & Nicholas Pang. (2016) Global conceptualization of the professional learning community process: transitioning from country perspectives to international commonalities. International Journal of Leadership in Education 19:3, pages 327-351.
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Rima Bahous, Hugh Busher & Mona Nabhani. (2016) Teachers’ views of professional learning and collaboration in four urban Lebanese primary schools. Teacher Development 20:2, pages 197-212.
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Hugh Busher, Gareth Lewis & Chris Comber. (2016) Living and learning as an international postgraduate student at a Midlands university. Journal of Further and Higher Education 40:1, pages 48-64.
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Nancy K. DeJarnette & Maria Sudeck. (2015) Supporting clinical practice candidates in learning community development. Teacher Development 19:3, pages 311-327.
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Hugh Busher, Nalita James & Anna Piela. (2015) ‘I always wanted to do second chance learning’: identities and experiences of tutors on Access to Higher Education courses. Research in Post-Compulsory Education 20:2, pages 127-139.
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Hugh Busher & Nalita James. (2015) In pursuit of ethical research: studying hybrid communities using online and face-to-face communications. Educational Research and Evaluation 21:2, pages 168-181.
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Christopher Downey, Jenny Byrne & Ana Souza. (2013) Leading and managing the competence-based curriculum: conscripts, volunteers and champions at work within the departmentalised environment of the secondary school. The Curriculum Journal 24:3, pages 369-388.
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John Adamson & Howard Brown. (2012) Evidence-informed Leadership in the Japanese Context: Middle managers at a university self-access center. Tertiary Education and Management 18:4, pages 353-374.
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Hugh Busher, Tony Lawson, Chris Wilkins & Ismail Acun. (2011) Pedagogy, empowerment and discipline: comparative perspectives of novice teachers in England and Turkey reflecting on ‘the other’. Compare: A Journal of Comparative and International Education 41:3, pages 387-400.
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David Whitehead. (2010) The year after: sustaining the effects of literacy professional development in New Zealand secondary schools. Language and Education 24:2, pages 133-149.
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Hugh Busher, Linda Hammersley-Fletcher & Chris Turner. (2007) Making sense of middle leadership: community, power and practice. School Leadership & Management 27:5, pages 405-422.
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Stephen May. (2007) Sustaining Effective Literacy Practices Over Time in Secondary Schools: School Organisational and Change Issues. Language and Education 21:5, pages 387-405.
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Articles from other publishers (5)

Richard E. West & Gregory S. Williams. (2017) “I don’t think that word means what you think it means”: A proposed framework for defining learning communities. Educational Technology Research and Development 65:6, pages 1569-1582.
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Justinas Monkevičius & Renaldas Čiužas. (2015) Professional Learning Community’s of Teachers Conceptualization in the Context of Research of Learning Organization. Socialinis ugdymas 40:1, pages 118-132.
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Namjung Choi & Booyeun Lim. (2013) A case study of the developmental stages of an early childhood teachers’ learning community. Korean Journal of Early Childhood Education 33:5, pages 401-429.
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Auxiliadora Sales, Joan A. Traver & Rafaela García. (2011) Action research as a school-based strategy in intercultural professional development for teachers. Teaching and Teacher Education 27:5, pages 911-919.
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Evangelia Frydaki. 2011. Education and Humanism. Education and Humanism 163 179 .

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