Leading Inclusive Education: The Impact of a City’s Place-Based Pedagogical Partnership with Higher Education on Secondary School Inclusion
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The focus of this article is leadership for inclusive education. The work presented explores a three-year (2021–2024) place-based pedagogical partnership (PBPP) with schools and higher education (HE) leading change for inclusion and school improvement across Plymouth city’s secondary school network. National and international governments emphasise the role HE has in partnering with its local communities to achieve equal education access, inclusive pupil progress and student equality. The aims of this project and partnership were firstly to build meaningful relationships across secondary school leadership teams, local council, regional government and two city universities, and secondly to develop sustained practices that had evidenced impact on inclusion. The data reported highlights how the project co-created new practices, communication channels and policies, which contributed to school improvement, inclusive education and the development of new pedagogy. A pedagogical partnership model was established, taking a critical collaborative approach in aims and working from a place-based, contextual space. Findings show how the partnership impacted on the collaboration style of school leaders; improved pupil attendance, attainment and achievement developed new Continuing Professional Development (CPD) programmes; developed alternative education provision; and established a mentoring programme for school pupils. Outcomes and findings contribute knowledge to the evolving discourse of inclusive education, emphasising the relevance and impact of place-based pedagogic partnerships working across institutions to lead inclusion.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it