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All Outputs (59)

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: 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.

Working towards education for all in Gauteng (2015)
Book Chapter
Walton, E. (2015). Working towards education for all in Gauteng. In Twenty Years of Education Transformation in Gauteng 1994 to 2014: An Independent Review (210-227). African Minds

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.

Inclusion in a South African high school? Reporting and reflecting on what learners say (2012)
Journal Article
Walton, E. (2013). Inclusion in a South African high school? Reporting and reflecting on what learners say. International Journal of Inclusive Education, 17(11), 1171-1185. https://doi.org/10.1080/13603116.2012.742577

A concern with formal and epistemological access to schools can neglect the importance of access to the informal school and the friendships and sense of belonging that this implies. Despite the challenges of voice research, listening to what young pe... Read More about Inclusion in a South African high school? Reporting and reflecting on what learners say.

From clinic to classroom: A model of teacher education for inclusion (2012)
Journal Article
Walton, E., & Lloyd, G. (2012). From clinic to classroom: A model of teacher education for inclusion. Perspectives in Education, 30(2), 62-70

One of the challenges associated with the implementation of inclusive education in South Africa is the effective training of teachers to meet diverse learning needs in their classrooms. This article reflects on the pilot years of a postgraduate degre... Read More about From clinic to classroom: A model of teacher education for inclusion.

Using Literature as a Strategy to Promote Inclusivity in High School Classrooms (2012)
Journal Article
Walton, E. (2012). Using Literature as a Strategy to Promote Inclusivity in High School Classrooms. Intervention in School and Clinic, 47(4), 224-233. https://doi.org/10.1177/1053451211424604

Reports on school bullying of students who are different suggest that teachers need to be intentional about implementing strategies that promote inclusive attitudes and behaviors in diverse classrooms. Literature offers much to education in general,... Read More about Using Literature as a Strategy to Promote Inclusivity in High School Classrooms.

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.

“They discluded me”: possibilities and limitations of children’s participation in inclusion research in South Africa (2011)
Journal Article
Walton, E. (2011). “They discluded me”: possibilities and limitations of children’s participation in inclusion research in South Africa. Perspectives in Education, 29(1), 83-92

Beyond realising the right of children and young people to be heard in routine interactions, there is much scope for research with (rather than on) children. This is particularly pertinent in the field of inclusive education where there is potential... Read More about “They discluded me”: possibilities and limitations of children’s participation in inclusion research in South Africa.

An analysis of metaphors used for inclusive education in South Africa (2011)
Journal Article
Walton, E., & Lloyd, G. (2011). An analysis of metaphors used for inclusive education in South Africa. Acta Academica, 43(3), 1-31

Metaphors may delay the implementation of inclusive education. They describe ideas, construct thinking, and have implications for practice. By drawing on various theories of metaphor, the article analyses metaphors that occur in White Paper Six: spec... Read More about An analysis of metaphors used for inclusive education in South Africa.

The extent and practice of inclusion in independent schools in South Africa (2009)
Journal Article
Walton, E., Nel, N., Hugo, A., & Muller, H. (2009). The extent and practice of inclusion in independent schools in South Africa. South African Journal of Education, 29(1), 105-126. https://doi.org/10.1590/S0256-01002009000100007

In line with international trends in education, South Africa has embraced inclusive education as the means by which learners who experience barriers to learning will be educated. As inclusion is beginning to be realised in South African schools, a ga... Read More about The extent and practice of inclusion in independent schools in South Africa.