Search results for author:"Ian Hardy"
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The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 71, No. 1 (April 2018) pp. 159–167
This article argues that professional learning can be understood as a form of policy enactment, characterized by the activation of particular ‘epistemological’ resources within specific communities of shared understanding (‘epistemic communities’)....
International Journal of Educational Research Vol. 83, No. 1 (2017) pp. 43–54
This article explores the nature and extent to which special education professional development (PD) in schools influences teachers’ perceptions of inclusion. Drawing upon theorizing of inclusion, including Slee’s notion of ‘exclusive schooling’ and ...
International Journal of Educational Research Vol. 74, No. 1 (2015) pp. 70–81
This paper explores how teachers and school-based administrators at a large, low socio-economic primary school responded to policy support for a highly detailed version of the new national curriculum in Queensland, Australia. Drawing upon Pierre...
Contesting the recognition of Specific Learning Disabilities in educational policy: Intra- and inter-national insights
International Journal of Educational Research Vol. 66, No. 1 (2014) pp. 113–124
This paper analyses national and international inclusive educational policies to draw attention to the multiple ways in which different jurisdictions recognize, or inadequately recognize, students who possess specific learning disabilities (SLD). In ...
Studies in Higher Education Vol. 35, No. 4 (June 2010) pp. 391–404
This article reports a case study of academics' perceptions of how the conditions under which they worked, at one campus of a multi-site regional Australian university, influenced their teaching practices. The data comprise transcripts of periodic...
Teaching in Higher Education Vol. 11, No. 3 (July 2006) pp. 337–350
This paper utilizes the findings of a small research project into academics' perceptions of the value of formal qualifications in university teaching and learning to reflect upon the current status of teaching and tertiary teaching qualifications in ...