Introduction
The interconnection of educational research and classroom practice in the field of inclusive education is a critical issue being debated in many European countries. Educational research that involves practitioners – including teachers, school leaders, and other school team members – and professional researchers working in collaboration is mutually beneficial to all groups.
The question of how practitioners and researchers can be effectively supported to engage in interconnected, collaborative research is important for both school-based personnel and research teams. It is, however, also a key question for educational policy makers if research is to support wider educational change and development.
This paper considers policy, research, and practice and uses an ecosystem of support structures and processes for inclusive education (European Agency 2017a, b) to consider the interconnections between them. It explores these mutually supportive dimensions with a particular focus...
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Watkins, A., Donnelly, V. (2019). Connecting Research, Policy, and Practice to Promote Inclusive Education. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_38-1
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DOI: https://doi.org/10.1007/978-981-13-1179-6_38-1
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