Effective and Inclusive Schools? Attention to Diversity in Highly Effective Schools in the Autonomous Region of the Basque Country

Autor/inn/en	Intxausti, Nahia; Etxeberria, Feli; Bartau, Isabel
Titel	Effective and Inclusive Schools? Attention to Diversity in Highly Effective Schools in the Autonomous Region of the Basque Country
Quelle	In: International Journal of Inclusive Education, 21 (2017) 1, S.14-30 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1184324
Schlagwörter	Foreign Countries; Inclusion; Student Diversity; School Effectiveness; Best Practices; Elementary Schools; Secondary Schools; Hierarchical Linear Modeling; Interviews; Admission Criteria; Grouping (Instructional Purposes); School Administration; Special Needs Students; Related Services (Special Education); Educational Cooperation; Statistical Analysis; Qualitative Research; Spain + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Schuleffizienz; Elementary school; Grundschule; Volksschule; Sekundarschule; Interviewing; Interviewtechnik; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Grouping; Gruppenbildung; Sonderpädagogischer Förderbedarf; Education; cooperation; Kooperation; Statistische Analyse; Qualitative Forschung; Spanien
Abstract	This paper forms part of a research project that aims to characterise best practices in highly effective schools in the Autonomous Region of the Basque Country (ARBC). The aim is for the best practices identified to serve as points of reference when designing improvement plans to be implemented in all schools in the ARBC, with the advice and support of the education inspectorate. Highly effective schools are identified through the results of the Diagnostic Assessments carried out by the Basque Institute for Research and Evaluation in Education (ISEI-IVEI) of all primary and secondary schools in the ARBC. Multilevel statistical modelling and Hierarchical Linear Models were used to select 32 highly effective schools, with highly effective being taken to mean any school with higher-than-expected student results after adjusting for the effect of contextual factors. Eighty-three interviews were conducted with management teams, educational advisors and inspectors at each of the selected schools. This paper presents the results obtained in relation to how attention to diversity is organised. The practices identified included, among others, inclusive actions such as support teaching in ordinary classrooms, the splitting up of classroom groups, the formation of heterogeneous groups and the conceptualisation of the support provided as a shared teaching responsibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01