This issue of Improving Schools brings together an interesting collection of papers which examine questions of inclusion and social justice, and particularly the possibilities for including pupils more successfully. First, Lea Lund (Odense, Denmark) looks at building professional learning communities which enable teachers to scrutinise their own practices. In particular, routine actions and thinking are questioned, and teachers are able to experiment systematically and collectively develop a shared language. This form of school-based staff development promotes collective responsibility, and is characterised by reflective dialogue, and an awareness of your own beliefs. Attitudes change towards ‘hard-to-reach’ students, so instead of writing off individuals as ‘unmotivated’ or ‘lazy’, teachers discover ways of talking with them more. A key element is peer observation and coaching to refine practice. Bernice Garnett and colleagues (Vermont, USA) examine the problem that exclusionary disciplinary procedures continue to damage educational outcomes for students from specific racial, income and ability categories. They look at the potential for restorative practices to mitigate these disparities and improve the school climate. Their research and development is built on a foundation of community-based participatory research supported by a partnership between a university and the school district. Oscar Espinoza and colleagues (Chile) report on an initiative to provide Second Opportunity Centres for young people who have not completed high school. The centres have some similarities to ‘alternative schools’ in parts of Europe and the United States. An emphasis is placed on high levels of student participation, rather than on teacher-dominated methods. This paper carefully examines the reasons why young people had dropped out of school, including defeatism and disengagement due to the traditional school’s misrecognition of their life circumstances or academic potential. Lorna Hepburn and Wendi Beamish (Griffith University, Queensland, Australia) write about the importance of proactive classroom management with the intentional use of strategies to avoid and preempt problem behaviour. Based on interviews with secondary school teachers, they relate these strategies to engagement and achievement. The interviews reveal the importance of authentic relationships and a recognition that some of the causes of poor behaviour lie in difficulties in understanding and carrying out the set tasks. Their conclusions point to a need for improved teacher education. Martin Brown and colleagues (Dublin City University, Ireland) are interested in the scope for greater parent and student voice in evaluation and planning in schools. This becomes particularly important given an international trend towards school self-evaluation and decision-making. The authors review the different conceptualisations of parent and student voice and the conflicts of perspective and power involved. Key issues include restrictions in what teachers feel students or 909631 IMP0010.1177/1365480220909631Improving SchoolsEditorial editorial2020

中文翻译：

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努力实现包容和社会正义：多视角

本期《改善学校》汇集了一系列有趣的论文，这些论文探讨了包容性和社会正义问题，尤其是让学生更成功地融入其中的可能性。首先，Lea Lund（丹麦欧登塞）着眼于建立专业学习社区，使教师能够审查自己的实践。特别是对日常行为和思维提出质疑，教师能够系统地进行实验，共同开发一种共享语言。这种以学校为基础的员工发展形式促进了集体责任感，其特点是反思性对话和对自己信仰的认识。对“难以接触”的学生的态度会发生变化，因此教师不再将个人视为“没有动力”或“懒惰”，而是发现更多与他们交谈的方式。一个关键要素是同伴观察和指导以改进实践。Bernice Garnett 及其同事（美国佛蒙特州）研究了排他性纪律程序继续损害特定种族、收入和能力类别学生的教育成果的问题。他们着眼于恢复性实践以减轻这些差异并改善学校氛围的潜力。他们的研究和开发建立在以社区为基础的参与式研究的基础上，该研究由大学和学区之间的合作伙伴关系支持。Oscar Espinoza 及其同事（智利）报告了一项为未完成高中的年轻人提供第二机会中心的计划。这些中心与欧洲和美国部分地区的“另类学校”有一些相似之处。重点放在学生的高参与度上，而不是教师主导的方法上。本文仔细研究了年轻人辍学的原因，包括由于传统学校对他们的生活环境或学业潜力的错误认识而导致的失败主义和脱离。Lorna Hepburn 和 Wendi Beamish（澳大利亚昆士兰格里菲斯大学）写到了主动课堂管理的重要性，有意识地使用策略来避免和预防问题行为。根据对中学教师的采访，他们将这些策略与参与度和成就联系起来。访谈揭示了真实关系的重要性，并认识到导致不良行为的一些原因在于难以理解和执行既定任务。他们的结论表明需要改进教师教育。Martin Brown 及其同事（爱尔兰都柏林城市大学）对在学校评估和规划中让家长和学生发表更多意见的范围很感兴趣。鉴于学校自我评估和决策的国际趋势，这一点变得尤为重要。作者回顾了家长和学生声音的不同概念以及所涉及的观点和权力冲突。关键问题包括限制教师对学生的感受或 909631 IMP0010.1177/1365480220909631Improving SchoolsEditorial editorial2020 鉴于学校自我评估和决策的国际趋势，这一点变得尤为重要。作者回顾了家长和学生声音的不同概念以及所涉及的观点和权力冲突。关键问题包括限制教师对学生的感受或 909631 IMP0010.1177/1365480220909631Improving SchoolsEditorial editorial2020 鉴于学校自我评估和决策的国际趋势，这一点变得尤为重要。作者回顾了家长和学生声音的不同概念以及所涉及的观点和权力冲突。关键问题包括限制教师对学生的感受或 909631 IMP0010.1177/1365480220909631Improving SchoolsEditorial editorial2020