Educational inclusion in resource-constrained contexts : a study of rural primary schools in Cambodia
Ravet, Jackie and Mtika, Peter (2024) Educational inclusion in resource-constrained contexts : a study of rural primary schools in Cambodia. International Journal of Inclusive Education, 28 (1). pp. 16-37. ISSN 1360-3116 (https://doi.org/10.1080/13603116.2021.1916104)
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Abstract
This study investigated the status of educational inclusion in resource-constrained, rural primary schools in Battambang Province, Cambodia using a mixed-method design. A Teacher Efficacy in Inclusive Practices (TEIP) scale was administered to sampled teachers and Headteachers. Classroom observations were undertaken in five schools. Interviews were conducted with selected teachers and other education officials. The findings indicate dissatisfaction with the current quality of educational inclusion and identify barriers to good practice. The paper highlights priorities for enhancing educational inclusion in rural, resource-constrained contexts and recommends a participatory and culturally sensitive framework for improving overall quality of education.
ORCID iDs
Ravet, Jackie and Mtika, Peter ORCID: https://orcid.org/0000-0001-6017-4617;-
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Item type: Article ID code: 90604 Dates: DateEvent2024Published15 April 2021Published Online23 March 2021AcceptedSubjects: Education > Theory and practice of education Department: Faculty of Humanities and Social Sciences (HaSS) Depositing user: Pure Administrator Date deposited: 18 Sep 2024 15:12 Last modified: 08 Oct 2024 00:26 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/90604