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Forthcoming Thematic Issues
Volume 3 Number 3 September 2008
EARLY CHILDHOOD EDUCATION AND CARE
Guest Editors: AILIE CLEGHORN & LARRY PROCHNER
Articles will address the overriding theme and have a country focus.
The theme is early childhood education policy and practice with particular
regard to the cultural and pedagogical practices between the home and
school where the transition requires some degree of negotiation amongst
the various participants. Authors will ground their articles in their
own country’s circumstance (or the country where their research is located)
so that this thematic number will provide a comprehensive view of similar
issues across several countries.
Volume 4 Number 1 March 2009
TEACHER INDUCTION
Guest Editors: JOAN STEPHENSON & STEVE BARTLETT
The importance of the induction and support of new teachers into the
profession is being increasingly recognised worldwide as improving the
retention of teachers and the raising of standards of teaching and learning
in schools. This special edition will explore the outcomes of various
induction and support systems in use across countries and continents.
It will consider the pivotal role played by the experienced school-based
teacher or ‘mentor’ in the welfare and development of the novice teacher.
It will also seek to make international comparisons on the use of mentors,
their effectiveness, their professional needs and how they themselves
are supported.
Volume 4 Number 3 September 2009
INCLUSIVE EDUCATION
Guest Editors: AMANDA WATKINS, SIMONA D'ALESSIO &
MARY KYRIAZOPOULOU
The concept of ‘inclusion’ has been on a journey since it was initially
introduced within an educational context. In many countries, it is now
understood to concern a far wider range of pupils vulnerable to exclusion
than those identified as having special educational needs (SEN). The
policy aim for a growing number of countries is generally agreed to
be inclusion of learners with SEN within compulsory mainstream and for
many national policy makers, the use of the term inclusion is an explicit
attempt to move thinking and practice beyond ‘mainstreaming’ towards
‘education for all’. In line with this approach, inclusion has also
been interpreted as a way of reforming the education system generally,
so that it may meet all students’ needs. This thematic issue will explore
a range of issues surrounding how inclusion is interpreted in policy
and practice in different country contexts. Contributors are invited
to address key issues, developments and challenges from their own perspectives
to promote a wider understanding of inclusion and a critical questioning
of inclusive policies and practice. Studies presenting investigations
and evidence with a comparative focus are particularly welcomed.
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