ABSTRACT
In the previous chapter we refl ected on what we had learnt about the relationship between achievement and inclusion from our research across the four case study schools. The purpose of this fi nal chapter is to provide ideas for practitioners who intend to research the nature of that relationship as it is experienced by students and colleagues in their own classrooms and schools. Although it is more than 30 years since Stenhouse (1975: 143) described practitioner research as being ‘systematic, critical and self-critical enquiry which aims to contribute to the advancement of knowledge’, we consider his defi nition to encapsulate the essential elements of such work. This chapter comprises a series of questions and suggestions to support practitioners to refl ect on how they might collect and interpret evidence in ways which are ‘systematic, critical and self-critical’, so as to advance their knowledge about developing the achievements and the inclusion of children and young people with whom they work.
