Practice based evidence: the perfect ally for evidence based practice

I would like to propose that the concept of evidence based practice (EBP) in education needs an ally.  Educators are bombarded with messages that their work should be based on evidence from highly tested research. I wonder what this bombardment does to a teachers self-efficacy and their sense of professionalism when their judgement on what they knowContinue reading Practice based evidence: the perfect ally for evidence based practice

Leading Inclusive Education 2: making sense of policy

I’ve always had an interest in educational policy. Recently, when my daughter brought home her new Justice Studies text, Marginson’s, “Australian Policy Handbook”, I was so excited. I had used Marginson extensively for my PhD. She wasn’t as excited! While researching literature for my thesis, I reflected too on why I felt policy was so importantContinue reading Leading Inclusive Education 2: making sense of policy

Leading for inclusion 1: Challenging discourse

Leadership sustains inclusive education One essential and commonly agreed on characteristic of inclusive education is the need for leadership that begins, continues and sustains it. The theories of leadership have been debated, analysed, and constructed over many years and is, “…a highly contested phenomenon” (Cranston & Ehrich, 2009, p. 1). The academic literature about leadershipContinue reading Leading for inclusion 1: Challenging discourse

HOSES – Head of Special Education Service: undervalued leadership role

This week the Review of Education for Students with Disability in Queensland Schools was released. For me professionally and personally, I was very excited to read the recommendations. For at least two decades, some of us have been advocating for a change of practice now included in the review’s recommendations. Perhaps the closest recommendation toContinue reading HOSES – Head of Special Education Service: undervalued leadership role