Mission impossible: inclusive teaching in a standards-driven system

References

• Allan, J. 2003. “Productive Pedagogies and the Challenge of Inclusion.” British Journal of Special Education 30 (4): 175–179.
   Google Scholar
• Allan, J. 2008. Rethinking Inclusive Education – The Philosophers of Difference in Practice. Dordrecht: Springer.
   Google Scholar
• Avramidis, E., and B. Norwich. 2002. “Teachers’ Attitudes Towards Integration/Inclusion: A Review of the Literature.” European Journal of Special Needs Education 17 (2): 129–147.
   Google Scholar
• Ball, S. J. 2001. “Performativities and Fabrications in the Education Economy: Towards the Performative Society.” In The Performing School, edited by D. Gleeson and C. Husbands, 210–226. London: RoutledgeFalmer.
   Google Scholar
• BBC. 2019. “SATs: A Third Below Par in Reading, Writing and Maths.” [online]. Accessed July 17, 2022. https://www.bbc.co.uk/news/education-48922905.
   Google Scholar
• Booth, T., M. Ainscow, K. Black-Hawkins, M. Vaughan, and L. Shaw. 2000. Index for Inclusion. Developing Learning and Participation in Schools. Bristol: Centre for Studies on Inclusive Education.
   Google Scholar
• Bradbury, A., A. Braun, and L. Quick. 2021. “Intervention Culture, Grouping and Triage: High-Stakes Tests and Practices of Division in English Primary Schools.” British Journal of sociology of Education 42 (2): 147–163.
   Web of Science ®Google Scholar
• Brown, S. 1991–1992. A Q Methodological Tutorial. [online]. Accessed September 20, 2009. http://facstaff.uww.edu/cottlec/QArchive/Primer1.html.
   Google Scholar
• Brown, S. 1997. The History and Principles of Q Methodology in Psychology and the Social Sciences. [online]. Accessed September 21, 2009. campus.murraystate.edu.
   Google Scholar
• Brown, Z. 2013. “We Just Have To Get On with It”: Inclusive Teaching in a Standards Driven System. [online].
   Google Scholar
• Brown, Z. 2016. “Primary Teachers’ Perspectives on Implementing the Inclusion Agenda.” In Inclusive Education: Perspectives on Pedagogy, Policy and Practice, edited by Z. Brown. London: Routledge.
   Google Scholar
• Brown, Z., and K. Manktelow. 2015. “Perspectives on the Standards Agenda: Exploring the Agenda’s Impact on Primary Teachers’ Professional Identities.” Education 3-13 44 (1): 1–13.
   Web of Science ®Google Scholar
• Chia, R. 1995. “From Modern to Postmodern Organizational Analysis.” Organization Studies 16: 579–604.
   Web of Science ®Google Scholar
• Chitty, C. 2014. Education Policy in Britain. 3rd ed. London: Red Globe Press.
   Google Scholar
• Clarke, A. L., and E. J. Done. 2021. “Balancing Pressures for SENCos as Managers, Leaders and Advocates in the Emerging Context of the Covid-19 Pandemic.” British Journal of Special Education 48 (2): 157–174.
   Web of Science ®Google Scholar
• Cole, C., and R. Hancock. 2002. The Inclusion Quality Mark. Croydon: Creative Education.
   Google Scholar
• Combes, H., G. Hardy, and L. Buchan. 2004. “Using Q-Methodology to Involve People with Intellectual Disability in Evaluating Person-Centred Planning.” Journal of Applied Research in Intellectual Disabilities 17: 149–159.
   Web of Science ®Google Scholar
• Corbett, J. 2001. Supporting Inclusive Education: A Connective Pedagogy. London: RoutledgeFalmer.
   Google Scholar
• DfE (Department for Education). 2010. The Importance of Teaching: The Schools White Paper 2010. [online]. Accessed July 17 2022.
   Google Scholar
• DfE (Department for Education). 2011. Support and Aspiration: A New Approach to Special Educational needs and Disability. [online] Accessed July 17 2022.
   Google Scholar
• DfE (Department for Education). 2013. The National Curriculum in England: A Framework. Document. London: DfE.
   Google Scholar
• DfES (Department for Education and Skills). 2004a. Every Child Matters: Change for Children. London: The Stationery Office.
   Google Scholar
• DfES (Department for Education and Skills). 2004b. Five-year Strategy for Children and Learners. Norwich: HM Government.
   Google Scholar
• Done, E. J., and M. J. Andrews. 2020. “How Inclusion Became Exclusion: Policy, Teachers and Inclusive Education.” Journal of Education Policy 35 (4): 447–464.
   Web of Science ®Google Scholar
• Eden, S., A. Donaldson, and G. Walker. 2005. “Structuring Subjectivities? Using Q Methodology in Human Geography.” Area 37 (4): 413–422.
   Web of Science ®Google Scholar
• Eyles, A., S. Gibbons, and P. Montebruni. 2020. “Covid-19 School Shutdowns: What Will They Do to Our Children’s Education?” [online]. Accessed August 17, 2021. http://eprints.lse.ac.uk/104675/3/Eyles_covid_19_school_shutdowns_published.pdf.
   Google Scholar
• Fieldings, S., H. Daniels, A. Creese, V. Hey, and D. Leonard. 1999. “The (Mis)Use of SATs to Examine Gender and Achievement at Key Stage 2.” The Curriculum Journal 10 (2): 169–187.
   Google Scholar
• Galloway, D., and A. Edwards. 1991. Primary School Teaching and Educational Psychology. London: Longman.
   Google Scholar
• Gamarnikow, E., and A. Green. 2003. “Social Justice, Identity Formation and Social Capital.” In Social Justice, Education and Identity, edited by C. Vincent, 209. London: RoutledgeFalmer.
   Google Scholar
• George, R., and J. Clay. 2008. “Reforming Teachers and Uncompromising ‘Standards’: Implications for Social Justice in Schools.” Forum (chicago, Ill ) 50 (1): 103–111.
   Google Scholar
• Glazzard, J. 2013. “A Critical Interrogation of the Contemporary Discourses Associated with Inclusive Education in England.” Journal of Research in Special Educational Needs 13 (3): 182–188.
   Google Scholar
• Glazzard, J. 2014. “From Integration to Inclusive Education in England: Illuminating the Issues through a Life History Account.” International Journal of Learning, Teaching and Educational Research 9 (1): 107–116.
   Google Scholar
• Goodley, D. 2007. “Towards Socially Just Pedagogies: Deleuzoguattarian Critical Disability Studies.” International Journal of Inclusive Education 11 (3): 317–334.
   Google Scholar
• Harnett, P., and M. Vinney. 2008. Understanding Primary Education. Developing Professional Attributes, Knowledge and Skills. Oxon: Routledge.
   Google Scholar
• Higgs, G., W. Bellin, S. Farrell, and S. White. 1998. "Educational Attainment and Social Disadvantage: Contextualizing School League Tables." Regional Studies 31 (8): 775–789.
   Web of Science ®Google Scholar
• Hodkinson, A. 2011. “Inclusion: A Defining Definition?” Power and Education 3 (2): 179–185.
   Google Scholar
• Hodkinson, A. 2019. Key Issues in Special Educational Needs, Disability and Inclusion. London: Sage.
   Google Scholar
• Hodkinson, A., and C. Devarakonda. 2009. “Conceptions of Inclusion and Inclusive Education: A Critical Examination of the Perspectives and Practices of Teachers in India.” Research in Education 82 (1): 85–99.
   Google Scholar
• Jones, C., and S. Symeonidou. 2017. “The Hare and the Tortoise: A Comparative Review of the Drive Towards Inclusive Education Policies in England and Cyprus.” International Journal of Inclusive Education 21 (7): 775–789.
   Web of Science ®Google Scholar
• Jopling, M. 2019. “How Neoliberal Policy Inhibits Partnership-Building in the Primary Phase: A New Social Movements Approach.” Power and Education 11 (3): 252–267.
   Google Scholar
• Keddie, A. 2017. “Primary School Leadership in England: Performativity and Matters of Professionalism.” British Journal of Sociology of Education 38 (8): 1245–1257.
   Web of Science ®Google Scholar
• Kitzinger, C. 1999. “Researching Subjectivity and Diversity. Q-Methodology in Feminist Psychology.” Psychology of Women Quarterly 23: 267–276.
   Web of Science ®Google Scholar
• Koutsouris, G., H. Anglin-Jaffe, and L. Stentiford. 2020. “How Well Do We Understand Social Inclusion in Education?” British Journal of Educational Studies 68 (2): 179–196.
   Web of Science ®Google Scholar
• Leckie, G., and H. Goldstein. 2017. “The Evolution of School League Tables in England 1992–2016: ‘Contextual Value Added’, ‘Expected Progress’ and ‘Progress 8’.” British Educational Research Journal 43 (2): 193–212.
   Web of Science ®Google Scholar
• Nutbrown, C., and P. Clough. 2006. Inclusion in the Early Years. London: Sage.
   Google Scholar
• Ozga, J. 2009. “Governing Education Through Data in England: From Regulation to Self-Evaluation.” Journal of Educational Policy 24 (2): 149–162.
   Web of Science ®Google Scholar
• Petriwskyj, A. 2010. “Diversity and Inclusion in the Early Years.” International Journal of Inclusive Education 14 (2): 195–212.
   Web of Science ®Google Scholar
• Pratt, N. 2016. “Neoliberalism and the (Internal) Marketisation of Primary School Assessment in England.” British Educational Research Journal 42 (5): 890–905.
   Web of Science ®Google Scholar
• Rhoades, G., and Z. Brown. 2019. “Q-methodology: A Science of Subjectivity.” In Practical Research Methods in Education: An Early Researchers Critical Guide, edited by M. Lambert, 88–103. London: Routledge.
   Google Scholar
• Rustemier, S. 2002. Social and Educational Justice: The Human Rights Framework for Inclusion. Bristol: Centre for Studies on Inclusive Education.
   Google Scholar
• Sikes, P., H. Lawson, and M. Parker. 2007. “Voices on: Teachers and Teaching Assistants Talk About Inclusion.” International Journal of Inclusive Education 11 (3): 355–370.
   Google Scholar
• Thomas, G., and M. Vaughan. 2004. Inclusive Education: Readings and Reflections. Maidenhead: Open University.
   Google Scholar
• UNESCO. 1994. The Salamanca Statement and Framework for Action. Madrid: UNESCO/Ministry of Education and Science.
   Google Scholar
• Ward, G., and M. Quennerstedt. 2019. “Curiosity Killed by SATs: An Investigation of Mathematics Lessons within an English Primary School.” Education 3-13 47 (3): 261–276.
   Web of Science ®Google Scholar
• Webb, R., G. Vulliamy, S. Hamalainen, A. Sarja, E. Kimonen, and R. Nevalainen. 2004. “A Comparative Analysis of Primary Teacher Professionalism in England and Finland.” Comparative Education 40 (1): 83–107.
   Web of Science ®Google Scholar
• West, A., P. Sammons, J. Hailes, and D. Nuttall. 1994. “The Standard Assessment Tasks and the Boycott at Key Stage 1: Teachers’ and Headteachers’ Views in Six Inner-City Schools.” Research Papers in Education 9 (3): 321–337.
   Google Scholar
• Whitty, G., and S. Power. 2002. “The Overt and Hidden Curricula of Quasi-Markets.” In Making Sense of Education Policy, edited by G. Whitty, 94–106. London: Paul Chapman.
   Google Scholar
• Williams-Brown, Z., and A. Hodkinson. 2019. “Development of Inclusive Education in England: Impact on Children with Special Educational Needs and Disabilities.” In Springer Handbook on Promoting Social Justice in Education, edited by R. Papa, 1–23. London: Springer.
   Google Scholar
• Williams-Brown, Z., and A. Hodkinson. 2020. “What Is Considered Good for Everyone May Not Be Good for Children with Special Educational Needs and Disabilities: Teacher’s Perspectives on Inclusion in England.” Education 1561–1583.
   Google Scholar
• Williams-Brown, Z., and M. Jopling. 2021. “Measuring a Plant Doesn’t Help It to Grow: Teachers’ Perspectives on the Standards Agenda.” Education 49 (2): 227–240.
   Web of Science ®Google Scholar
• Winter, E. 2006. “Preparing New Teachers for Inclusive Schools and Classrooms.” Support for Learning 21 (2): 85–91.
   Google Scholar
• Wyse, D., and H. Torrance. 2009. “The Development and Consequences of National Curriculum Assessment for Primary Education in England.” Educational Research 51 (1): 213–228.
   Google Scholar