http://hdl.handle.net/10092/457 Mon, 20 May 2013 04:51:09 GMT 2013-05-20T04:51:09Z http://hdl.handle.net/10092/7738 Title: For the love of teaching: Commitment of beginning secondary teachers in Seychelles Authors: De Comarmond, O.; Abbiss, J.; Lovett, S Abstract: Part of a larger study on commitment of secondary teachers across career stages. Focus on Newly Qualified Teachers, one of the case studies of the main study. Interest in beginning teachers as a concern for both the local context and worldwide. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10092/7738 2012-01-01T00:00:00Z http://hdl.handle.net/10092/7719 Title: Developing professional learning communities through Appreciative Inquiry Authors: Jansen, C. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10092/7719 2012-01-01T00:00:00Z http://hdl.handle.net/10092/7718 Title: Leading and managing: People, culture and vision Authors: Jansen, C. Description: Keynote address Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10092/7718 2012-01-01T00:00:00Z http://hdl.handle.net/10092/7702 Title: Moving towards inclusion: A case study of one urban school in the Maldives Authors: Naseer, Badhoora Abstract: This case study explores and documents the development of inclusive education in one urban school in the Maldives. It focuses on the steps taken to move the school towards inclusion, the practices and experiences of different stakeholders involved in the process, and the factors that influenced inclusive education in the school. Qualitative data was collected through interviews with some of the key members of the school community and through classroom observations and documents. Findings have revealed that the development of inclusive education in the school came about through a school leader rather than policies. In spite of recognized efforts towards inclusion, a range of exclusionary practices was still observed. Various impediments constrained the development of inclusive education, including, lack of collaboration between the SEN (Special Educational Needs) and the general staff, limited knowledge, awareness and positive understanding about inclusion, scarcity of resources and support services. Factors such as large classes, undifferentiated curriculum, and rigid time tables also negatively affected the developmental process. Findings indicate the complexity of developing inclusive education. The findings also suggest that changes on the societal level, in the education ministry and, in the school and classroom level could help sustain the development of inclusive education. The factors that could contribute to the development of inclusive education at these levels are discussed, as are the implications for the successful development of inclusive education in schools. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10092/7702 2012-01-01T00:00:00Z