EDITORIAL

Abstract

Support for LearningVolume 20, Issue 4 p. 154-156 EDITORIAL Caroline Roaf, Caroline Roaf Taught in primary and secondary schools and worked as a SENCO. She has also trained as an educational psychologist. She currently works in the Education Department at Oxford Brookes University. Her teaching and research interests include child development with a particular focus on thinking skills and reading development, and the role of the pupil support services in facilitating inclusive practice in schools.Search for more papers by this authorGeorgina Glenny, Corresponding Author Georgina Glenny Taught in primary and secondary schools and worked as a SENCO. She has also trained as an educational psychologist. She currently works in the Education Department at Oxford Brookes University. Her teaching and research interests include child development with a particular focus on thinking skills and reading development, and the role of the pupil support services in facilitating inclusive practice in schools. Westminster Institute of Education Oxford Brookes University Harcourt Hill Campus Oxford OX2 9AT Email: goglenny@brookes.ac.uk Institute of Education University of Stirling Stirling FK9 4LA email: g.b.g.mannion@stir.ac.ukSearch for more papers by this authorGreg Mannion, Corresponding Author Greg Mannion Lectures in the Institute of Education at the University of Stirling. Having conducted research on New Community Schools in the late 1990s, he has worked alongside partners in other social science areas to design and facilitate inter-agency workshops for practitioners. He is a co-director of ‘Literacies for Learning in FE’, as part of the ESRC Teaching and Learning Research Programme looking at the role of everyday literacy as a resource in formal coursework. Westminster Institute of Education Oxford Brookes University Harcourt Hill Campus Oxford OX2 9AT Email: goglenny@brookes.ac.uk Institute of Education University of Stirling Stirling FK9 4LA email: g.b.g.mannion@stir.ac.ukSearch for more papers by this author Caroline Roaf, Caroline Roaf Taught in primary and secondary schools and worked as a SENCO. She has also trained as an educational psychologist. She currently works in the Education Department at Oxford Brookes University. Her teaching and research interests include child development with a particular focus on thinking skills and reading development, and the role of the pupil support services in facilitating inclusive practice in schools.Search for more papers by this authorGeorgina Glenny, Corresponding Author Georgina Glenny Taught in primary and secondary schools and worked as a SENCO. She has also trained as an educational psychologist. She currently works in the Education Department at Oxford Brookes University. Her teaching and research interests include child development with a particular focus on thinking skills and reading development, and the role of the pupil support services in facilitating inclusive practice in schools. Westminster Institute of Education Oxford Brookes University Harcourt Hill Campus Oxford OX2 9AT Email: goglenny@brookes.ac.uk Institute of Education University of Stirling Stirling FK9 4LA email: g.b.g.mannion@stir.ac.ukSearch for more papers by this authorGreg Mannion, Corresponding Author Greg Mannion Lectures in the Institute of Education at the University of Stirling. Having conducted research on New Community Schools in the late 1990s, he has worked alongside partners in other social science areas to design and facilitate inter-agency workshops for practitioners. He is a co-director of ‘Literacies for Learning in FE’, as part of the ESRC Teaching and Learning Research Programme looking at the role of everyday literacy as a resource in formal coursework. Westminster Institute of Education Oxford Brookes University Harcourt Hill Campus Oxford OX2 9AT Email: goglenny@brookes.ac.uk Institute of Education University of Stirling Stirling FK9 4LA email: g.b.g.mannion@stir.ac.ukSearch for more papers by this author First published: 11 October 2005 https://doi.org/10.1111/j.0268-2141.2005.00381.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume20, Issue4November 2005Pages 154-156 RelatedInformation