A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program
journal contributionposted on 2014-01-09, 00:00 authored by Federico R. Waitoller, Alfredo J. Artiles
We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive education utilized a unitary approach towards difference and exclusion, and that teacher learning for inclusive education is under theorized. We recommend using an intersectional approach to understand difference and exclusion, and examining boundary practices to examine teacher learning for inclusive education.
The first author acknowledges the support of the American Educational Research Association’s Minority Dissertation Fellowship, the Institute for Research on Race and Public Policy at the University of Illinois at Chicago, and the Office of Special Education Programs leadership grant # H325D050017. The second author acknowledges the support of the Equity Alliance.
Publisher StatementThis is a copy of an article published in the Review of Educational Research © 2013 SAGE Publications.