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Teacher beliefs about grade repetition: an exploratory South African study (2018)
Journal Article
Walton, E. (2018). Teacher beliefs about grade repetition: an exploratory South African study. Citizenship Teaching and Learning, 13(1), 45-60. https://doi.org/10.1386/ctl.13.1.45_1

Inclusive education is described as an ‘apprenticeship in democracy’ as it is concerned with the identification and dismantling of exclusionary practices in schools. One such practice is grade repetition, which is known to result in school disaffecti... Read More about Teacher beliefs about grade repetition: an exploratory South African study.

Inclusive education in the academy: pedagogical and political imperatives in a master’s course (2017)
Journal Article
Walton, E. (2018). Inclusive education in the academy: pedagogical and political imperatives in a master’s course. International Journal of Inclusive Education, 22(8), 856-869. https://doi.org/10.1080/13603116.2017.1412512

Many universities offer undergraduate and postgraduate courses in inclusive education. There has been much research into the impact of these courses, but little is written about their design. This article focuses on a master’s course in inclusive edu... Read More about Inclusive education in the academy: pedagogical and political imperatives in a master’s course.

Inclusive education in initial teacher education in South Africa: practical or professional knowledge? (2017)
Journal Article
Walton, E. (2017). Inclusive education in initial teacher education in South Africa: practical or professional knowledge?. Journal of Education, 67,

Inclusive education is embedded in South African policy with the expectation that teacher education will equip pre-service teachers to teach inclusively. As a result, courses in inclusive education are offered in most Initial Teacher Education (ITE)... Read More about Inclusive education in initial teacher education in South Africa: practical or professional knowledge?.

Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University (2016)
Journal Article
Walton, E., & Rusznyak, L. (2017). Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University. International Journal of Disability, Development and Education, 64(3), 231-248. https://doi.org/10.1080/1034912x.2016.1195489

© 2016 Informa UK Limited, trading as Taylor & Francis Group. It is expected that that pre-service teachers are adequately equipped to meet the needs of diverse students. This article discusses the choices that teacher educators must make in design... Read More about Choices in the Design of Inclusive Education Courses for Pre-service Teachers: The Case of a South African University.

Approaches to assessing pre- service teachers’ learning in authentic and rigorous ways: The case of an inclusive education module (2016)
Journal Article
Walton, E., & Rusznyak, L. (2016). Approaches to assessing pre- service teachers’ learning in authentic and rigorous ways: The case of an inclusive education module. 00 Journal not listed, 34(1), 84-101. https://doi.org/10.18820/2519593X/pie.v34i1.7

Initial teacher education programmes offer inclusive education modules that seek to prepare teachers for teaching diverse learners. While there is growing research on the content and pedagogy of inclusive education modules, relatively less attention... Read More about Approaches to assessing pre- service teachers’ learning in authentic and rigorous ways: The case of an inclusive education module.

The language of inclusive education (2015)
Book
Walton, E. (2015). The language of inclusive education. Milton Park, Abingdon: Routledge

The Language of Inclusive Education is an insightful text which considers the writing, speaking, reading and hearing of inclusive education. Based on the premise that humans use language to construct their worlds and their realities, this book is con... Read More about The language of inclusive education.

The Language of Inclusive Education: Exploring speaking, listening, reading and writing (2015)
Book
Walton, E. (2015). The Language of Inclusive Education: Exploring speaking, listening, reading and writing. (1). Routledge. https://doi.org/10.4324/9781315759272

The Language of Inclusive Education is an insightful text which considers the writing, speaking, reading and hearing of inclusive education. Based on the premise that humans use language to construct their worlds and their realities, this book is con... Read More about The Language of Inclusive Education: Exploring speaking, listening, reading and writing.

Global Concerns and Local Realities: The “Making Education Inclusive” Conference in Johannesburg (2014)
Journal Article
Walton, E. (2015). Global Concerns and Local Realities: The “Making Education Inclusive” Conference in Johannesburg. Intervention in School and Clinic, 50(3), 173-177. https://doi.org/10.1177/1053451214542039

Inclusive education is a global phenomenon expressed differently in various countries, and different contextual realities support or constrain the process of making education more inclusive. This column reports on an international conference on inclu... Read More about Global Concerns and Local Realities: The “Making Education Inclusive” Conference in Johannesburg.

‘You can train us until we are blue in our faces, we are still going to struggle’: Teacher professional learning in a full-service school (2014)
Journal Article
Walton, E., Nel, N. M., Muller, H., & Lebeloane, O. (2014). ‘You can train us until we are blue in our faces, we are still going to struggle’: Teacher professional learning in a full-service school. Education as Change, 18(2), 319-333. https://doi.org/10.1080/16823206.2014.926827

Teacher educators internationally are concerned with how best to prepare and equip teachers to be pedagogically responsive to an increasingly diverse learner population. This concern is echoed in South Africa as inclusive education is entrenched in t... Read More about ‘You can train us until we are blue in our faces, we are still going to struggle’: Teacher professional learning in a full-service school.

Using metaphors to gain insight into South African student teachers' initial and developing conceptions of ‘being a teacher’ (2014)
Journal Article
Rusznyak, L., & Walton, E. (2014). Using metaphors to gain insight into South African student teachers' initial and developing conceptions of ‘being a teacher’. Education as Change, 18(2), 335-355. https://doi.org/10.1080/16823206.2014.882265

Abstract: Metaphors are a useful way of accessing students' conceptions of teaching and tracking how their conceptions shift over time. This article analyses metaphors for ‘being a teacher’ written by a group of South African student teachers at the... Read More about Using metaphors to gain insight into South African student teachers' initial and developing conceptions of ‘being a teacher’.

Pre-service teachers' pedagogical learning during practicum placements in special schools (2013)
Journal Article
Walton, E., & Rusznyak, L. (2013). Pre-service teachers' pedagogical learning during practicum placements in special schools. Teaching and Teacher Education, 36, 112-120. https://doi.org/10.1016/j.tate.2013.07.011

This paper discusses the pedagogical learning of some South African pre-service teachers during a practicum in 'special' schools. Besides promoting their understanding of diversity, these pre-service teachers noticed aspects of pedagogy that had been... Read More about Pre-service teachers' pedagogical learning during practicum placements in special schools.

Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge (2011)
Journal Article
Rusznyak, L., & Walton, E. (2011). Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change, 15(2), 271-285. https://doi.org/10.1080/16823206.2011.619141

Lesson planning for student teachers is often regarded in technical terms, merely as the means to ensure effective classroom performance. This approach limits the possibilities that the process of lesson planning offers to the development of professi... Read More about Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge.