Professor Mel Ainscow

Professor in Education (Education)

ORCID iD https://orcid.org/0000-0002-0449-9668

Biography

Mel Ainscow is internationally recognized as an authority on the promotion of inclusion and equity in education. Previously a head teacher, local education authority adviser and lecturer at the University of Cambridge, his work focuses on ways of making schools effective for all children and young people. A distinctive feature of his approach is the emphasis he places on carrying out research with schools and education systems to promote improvements. A long-term consultant to UNESCO, Mel is currently working to promote equity and inclusion globally. He is also a consultant to an initiative organised by the Organization of American States, which is supporting national developments in nine Latin American countries. He has recently completed collaborative research projects with networks of schools in Australia, England, Portugal and Spain. Mel led the Greater Manchester Challenge a three-year project that involved a partnership between national government, ten local authorities, 1,150 schools and many other stakeholders, and had a government investment of around £50 million. He went on to lead Schools Challenge Cymru, the Welsh Government’s multi-million pound flagship programme to accelerate the rate of improvement across the country’s schools, focusing in particular on the progress of students from disadvantaged backgrounds. In addition to his post at Glasgow, Mel is Emeritus Professor of Education at the University of Manchester, Adjunct Professor at Queensland University of Technology and Honorary Professor of Practice at University of Wales Trinity Saint David. He has published extensively in practitioner and international research journals. His recent books include: ‘Struggles for equity in education: The selected works of Mel Ainscow’ (Routledge World Library of Educationalists series). In the Queen’s 2012 New Year Honours list he was made a CBE for services to education.

Publications

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Number of items: 77.

2021

Chapman, C. and Ainscow, M. (Eds.) (2021) Educational Equity: Pathways to Success. Routledge. ISBN 9780367652043 (In Press)

Ainscow, M. (2021) The development of a methodology: perspectives and strategies. In: Chapman, C. and Ainscow, M. (eds.) Educational Equity: Pathways to Success. Routledge. ISBN 9780367652043 (In Press)

Ainscow, M. et al. (2021) Finding pathways to educational equity. In: Chapman, C. and Ainscow, M. (eds.) Educational Equity: Pathways to Success. Routledge. ISBN 9780367652043 (In Press)

Chapman, C. and Ainscow, M. (2021) Developing equitable education systems. In: Chapman, C. and Ainscow, M. (eds.) Educational Equity: Pathways to Success. Routledge. ISBN 9780367652043 (In Press)

Ainscow, M. (2021) Inclusion and equity in education: responding to a global challenge. In: Köpfer, A., Powell, J. J.W. and Zahnd, R. (eds.) Handbuch Inklusion international = International Handbook of Inclusive Education. Verlag Barbara Budrich: Opladen, pp. 75-87. ISBN 9783847424468

2020

Ainscow, M. (2020) Inclusion and equity in education: making sense of global challenges. Prospects, 49(3-4), pp. 123-134. (doi: 10.1007/s11125-020-09506-w)

Messiou, K. and Ainscow, M. (2020) Inclusive inquiry: student-teacher dialogue as a means of promoting inclusion in schools. British Educational Research Journal, 46(3), pp. 670-687. (doi: 10.1002/berj.3602)

Ainscow, M. (2020) Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), pp. 7-16. (doi: 10.1080/20020317.2020.1729587)

2019

Ainscow, M. , Chapman, C. and Hadfield, M. (2019) Changing Education Systems: a Research-based Approach. Routledge: New York. ISBN 9780367221775 (doi:10.4324/9780429273674)

Chapman, C. and Ainscow, M. (2019) Using research to promote equity within education systems: possibilities and barriers. British Educational Research Journal, 45(5), pp. 899-917. (doi: 10.1002/berj.3544)

Ainscow, M. , Slee, R. and Best, M. (2019) Editorial: the Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23(7-8), pp. 671-676. (doi: 10.1080/13603116.2019.1622800)

2018

Hadfield, M. and Ainscow, M. (2018) Inside a self-improving school system: collaboration, competition and transition. Journal of Educational Change, 19(4), pp. 441-462. (doi: 10.1007/s10833-018-9330-7)

Ainscow, M. and Messiou, K. (2018) Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19(1), pp. 1-17. (doi: 10.1007/s10833-017-9312-1)

Armstrong, P. W. and Ainscow, M. (2018) School-to-school support within a competitive education system: views from the inside. School Effectiveness and School Improvement, 29(4), pp. 614-633. (doi: 10.1080/09243453.2018.1499534)

2017

Salokangas, M. and Ainscow, M. (2017) Inside the Autonomous School: Making Sense of a Global Educational Trend. Routledge: London. ISBN 9781138215405

2016

Ainscow, M. (2016) Schools Challenge Cymru: A catalyst for change? Cylchgrawn Addysg Cymru = Wales Journal of Education, 18(2), pp. 6-22. (doi: 10.16922/wje.18.2.3)

Ainscow, M. (2016) Diversity and equity: A global education challenge. New Zealand Journal of Educational Studies, 51(2), pp. 143-155. (doi: 10.1007/s40841-016-0056-x)

Ainscow, M. (2016) Collaboration as a strategy for promoting equity in education: possibilities and barriers. Journal of Professional Capital and Community, 1(2), pp. 159-172. (doi: 10.1108/JPCC-12-2015-0013)

Ainscow, M. , Dyson, A., Goldrick, S. and West, M. (2016) Using collaborative inquiry to foster equity within school systems: opportunities and barriers. School Effectiveness and School Improvement, 27(1), pp. 7-23. (doi: 10.1080/09243453.2014.939591)

2015

Ainscow, M. (2015) Struggles for Equity in Education: The Selected Works of Mel Ainscow. Routledge. ISBN 9781138918863

Ainscow, M. (2015) Towards Self-improving School Systems: Lessons from a City Challenge. Routledge. ISBN 9780415736596

2014

Ainscow, M. (2014) Struggling for equity in education: the legacy of Salamanca. In: Kiuppis, F. and Hausstätter, R.S. (eds.) Inclusive Education Twenty Years after Salamanca. Peter Lang, pp. 41-56. ISBN 9781433126963

2013

Ainscow, M. (2013) Developing more equitable education systems: reflections on a three-year improvement initiative. In: Farnsworth, V. and Solomon, Y. (eds.) Reframing Educational Research. Routledge: Milton Park, pp. 77-89. ISBN 9780415529150

Ainscow, M. (2013) From special education to effective schools for all: a review of progress so far. In: Florian, L. (ed.) The SAGE Handbook of Special Education. SAGE: Los Angeles, CA, pp. 146-159. ISBN 9781446210536

2012

Ainscow, M. (2012) Moving knowledge around: strategies for fostering equity within educational systems. Journal of Educational Change, 13(3), pp. 289-310. (doi: 10.1007/s10833-012-9182-5)

Ainscow, M. , Dyson, A., Goldrick, S. and West, M. (2012) Making schools effective for all: rethinking the task. School Leadership and Management, 32(3), pp. 197-213. (doi: 10.1080/13632434.2012.669648)

2010

Miles, S. and Ainscow, M. (Eds.) (2010) Responding to Diversity in Schools: An Inquiry-Based Approach. Routledge: London. ISBN 9780415575768

Ainscow, M. (2010) Achieving excellence and equity: reflections on the development of practices in one local district over 10 years. School Effectiveness and School Improvement, 21(1), pp. 75-92. (doi: 10.1080/09243450903569759)

Ainscow, M. and Goldrick, S. (2010) Making sure that every child matters: enhancing equity within education systems. In: Hargreaves, A., Lieberman, A., Fullan, M. and Hopkins, D. (eds.) Second International Handbook of Educational Change. Series: Springer international handbooks of education (23). Springer: Dordrecht, pp. 869-882. ISBN 9789048126590 (doi:10.1007/978-90-481-2660-6_48)

Ainscow, M. and Sandill, A. (2010) Developing inclusive education systems: the role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), pp. 401-416. (doi: 10.1080/13603110802504903)

Eliadou, A., Miles, S. and Ainscow, M. (2010) Using children’s drawing to explore barriers to inclusion in Cyprus. In: Miles, S. and Ainscow, M. (eds.) Responding to Diversity in Schools: An Inquiry-Based Approach. Routledge: London, pp. 19-31. ISBN 9780415575768

Muijs, D., West, M. and Ainscow, M. (2010) Why network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 21(1), pp. 5-26. (doi: 10.1080/09243450903569692)

West, M. and Ainscow, M. (2010) Improving schools in Hong Kong: a description of the improvement model and some reflections on its impact on schools, teachers and school principals. In: Huber, S. (ed.) School Leadership - International Perspectives. Springer: Dordrecht, pp. 1-18. ISBN 9789048135004 (doi:10.1007/978-90-481-3501-1_1)

2009

Ainscow, M. (2009) Using research to foster equity and inclusion within the context of New Labour educational reforms. In: Chapman, C. and Gunter, H. (eds.) Radical Reforms: Perspectives on an Era of Educational Change. Routledge: London. ISBN 9780203884119

2008

Ainscow, M. (2008) Teaching for diversity. In: Connelly, F. M., He, M. F. and Phillion, J. (eds.) The SAGE Handbook of Curriculum and Instruction. SAGE: Los Angeles, CA. ISBN 9780203884119

Ainscow, M. and Miles, S. (2008) Making education for all inclusive: where next? Prospects, 38(1), pp. 15-34. (doi: 10.1007/s11125-008-9055-0)

Muijs, D., Ainscow, M. , Dyson, A., Raffo, C., Goldrick, S., Kerr, K., Lennie, C. and Miles, S. (2008) Leading under Pressure: Leadership for Social Inclusion. Documentation. National College for School Leadership, London.

2007

Ainscow, M. (2007) Taking an inclusive turn. Journal of Research in Special Educational Needs, 7(1), pp. 3-7. (doi: 10.1111/j.1471-3802.2007.00075.x)

Ainscow, M. (2007) Towards a more inclusive education system: where next for special schools? In: Cigman, R. (ed.) Included or Excluded?: The Challenge of the Mainstream for Some SEN Children. Routledge: London. ISBN 978-0415401180

Ainscow, M. , Crow, M., Dyson, A., Goldrick, S., Kerr, K., Lennie, C., Miles, S., Muijs, D. and Skyrme, J. (2007) Equity in Education: New Directions. Documentation. University of Manchester, Manchester Urban Institute, Centre for Equity in Education, Manchester.

Ainscow, M. and Howes, A. (2007) Working together to improve urban secondary schools: a study of practice in one city. School Leadership and Management, 27(3), pp. 285-300. (doi: 10.1080/13632430701379578)

2006

Ainscow, M. and West, M. (Eds.) (2006) Improving Urban Schools: Leadership and Collaboration. Open University Press: Berkshire. ISBN 9780335219117

Ainscow, M. , Dyson, D. and Kerr, K. (2006) A 'pivotal moment?' Education policy in England 2005. In: Bauld, L., Clarke, K. and Maltby, T. (eds.) Social Policy Review 18: Analysis and Debate in Social Policy, 2006. Series: Social policy review. Policy Press: Bristol. ISBN 9781861348449

Ainscow, M. and Howes, A.J. (2006) Collaboration with a city-wide purpose: making paths for sustainable educational improvement. In: Ainscow, M. and West, M. (eds.) Improving Urban Schools: Leadership and Collaboration. Open University Press: Berkshire. ISBN 9780335219117

Ainscow, M. and Howes, A.J. (2006) Leading developments in practice: barriers and possibilities. In: Ainscow, M. and West, M. (eds.) Improving Urban Schools: Leadership and Collaboration. Open University Press: Berkshire. ISBN 9780335219117

Ainscow, M. , Booth, T. and Dyson, A. (2006) Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education, 10(4-5), pp. 295-308. (doi: 10.1080/13603110500430633)

Ainscow, M. and César, M. (2006) Inclusive education ten years after Salamanca: setting the agenda. European Journal of Psychology of Education, 21(3), pp. 231-238. (doi: 10.1007/BF03173412)

Ainscow, M. , Dyson, A. and Booth, T. (2006) Improving Schools, Developing Inclusion. Routledge: London. ISBN 9780415372367 (doi:10.4324/9780203967157)

Ainscow, M. , Howes, A. and Tweddle, D. (2006) Moving practice forward at the district level. In: Ainscow, M. and West, M. (eds.) Improving Urban Schools: Leadership and Collaboration. Open University Press: Berkshire. ISBN 9780335219117

Ainscow, M. , Muijs, D. and West, M. (2006) Collaboration as a strategy for improving schools in challenging circumstances. Improving Schools, 9(3), pp. 192-202. (doi: 10.1177/1365480206069014)

Gunter, H.M., Ainscow, M. and West, M. (2006) Confounding stereotypes: risk, resilience and achievement. In: Ainscow, M. and West, M. (eds.) Leading Improvements in Urban Schools. Open University Press: London.

Humphrey, N. and Ainscow, M. (2006) Transition club: facilitating learning, participation and psychological adjustment during the transition to secondary school. European Journal of Psychology of Education, 21(3), pp. 319-331. (doi: 10.1007/BF03173419)

2005

Ainscow, M. and Miles, S. (2005) Education for all: the challenge for Special Education. Hong Kong Journal of Special Education, 7(1),

Ainscow, M. and West, M. (2005) Learning from difference: some reflections on school improvement projects in three countries. In: Harris, A. (ed.) International Developments in School Improvement. Continuum.

Ainscow, M. , West, M. and Nicolaidou, M. (2005) Putting our heads together: a study of headteacher collaboration as a strategy for school improvement. In: Clarke, P. (ed.) Improving Schools in Difficulty. Continuum. ISBN 9780826464743

Ainscow, M. (2005) Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), pp. 109-124. (doi: 10.1007/s10833-005-1298-4)

Ainscow, M. (2005) Looking to the future: towards a common sense of purpose. Australasian Journal of Special Education, 29(2), pp. 182-186. (doi: 10.1080/1030011050290209)

Ainscow, M. and Kaplan, I. (2005) Using evidence to encourage inclusive school development: possibilities and challenges. Australasian Journal of Special Education, 29(2), pp. 106-116. (doi: 10.1080/1030011050290203)

Nicolaidou, M. and Ainscow, M. (2005) Understanding failing schools: perspectives from the inside. School Effectiveness and School Improvement, 16(3), pp. 229-248. (doi: 10.1080/09243450500113647)

West, M., Ainscow, M. and Stanford, J. (2005) Sustaining improvement in schools in challenging circumstances: a study of successful practice. School Leadership and Management, 25(1), pp. 77-93. (doi: 10.1080/1363243052000317055)

2004

Ainscow, M. , Booth, T. and Dyson, A. (2004) Understanding and developing inclusive practices in schools: a collaborative action research network. International Journal of Inclusive Education, 8(2), pp. 125-139. (doi: 10.1080/1360311032000158015)

Farrell, P.T., Ainscow, M. and Howes, A.J. (2004) Inclusive education for all: a dream or reality? Journal of International Special Needs Education, 7,

Howes, A., Frankham, J., Ainscow, M. and Farrell, P. (2004) The action in action research: mediating and developing inclusive intentions. Educational Action Research, 12(2), pp. 239-258. (doi: 10.1080/09650790400200247)

Kugelmass, J. and Ainscow, M. (2004) Leadership for inclusion: a comparison of international practices. Journal of Research in Special Educational Needs, 4(3), pp. 133-141. (doi: 10.1111/j.1471-3802.2004.00028.x)

2003

Ainscow, M. , Chapman, C., Harris, A., Stoll, L., Russ, J. and Nicolaidou, M. (2003) Improving Schools in Challenging Circumstances: Lessons from Contemporary Research in England. In: International Congress of School Effectiveness and Improvement,

Ainscow, M. , Howes, A., Farrell, P. and Frankham, J. (2003) Making sense of the development of inclusive practices. European Journal of Special Needs Education, 18(2), pp. 227-242. (doi: 10.1080/0885625032000079005)

2002

Farrell, P. and Ainscow, M. (Eds.) (2002) Making Special Education Inclusive: From Research to Practice. David Fulton Publishers: London. ISBN 9781136609480

Carson, I. and Ainscow, M. (2002) An inclusive society? One young man with learning difficulties doesn't think so! In: Farrell, P. and Ainscow, M. (eds.) Making Special Education Inclusive. David Fulton Publishers: London. ISBN 9781136609480

Farrell, P., Balshaw, M. and Ainscow, M. (2002) Can teaching assistants make special education inclusive? In: Farrell, P. and Ainscow, M. (eds.) Making Special Education Inclusive. David Fulton Publishers: London. ISBN 9781136609480

Frankham, J. and Ainscow, M. (2002) Inclusive education and lesbian and gay young people. In: Farrell, P. and Ainscow, M. (eds.) Making Special Education Inclusive. David Fulton Publishers: London.

Hollanders, H. and Ainscow, M. (2002) Pastoral care, inclusion and counselling. In: Farrell, P. and Ainscow, M. (eds.) Making Special Education Inclusive. David Fulton Publishers: London. ISBN 9781136609480

Miles, S. and Ainscow, M. (2002) Learning about inclusive education: the role of EENET in promoting international dialogue. In: Farrell, P. and Ainscow, M. (eds.) Making Special Education Inclusive. David Fulton Publishers: London. ISBN 9781136609480

Parkinson, G. and Ainscow, M. (2002) Interdisciplinary support for children with epilepsy in mainstream schools. In: Farrell, P. and Ainscow, M. (eds.) Making Special Education Inclusive. David Fulton Publishers: London. ISBN 9781136609480

Polat, F., Kalambouka, A., Boyle, W.F. and Ainscow, M. (2002) Building tomorrow together: effective transition planning for pupils with special needs. In: Farrell, P. and Ainscow, M. (eds.) Making Special Education Inclusive. David Fulton Publishers: London. ISBN 9781136609480

Prevett, P., Davis, P.S., Hopwood, V. and Ainscow, M. (2002) Strategies for including children with visual impairment in the mainstream primary school. In: Farrell, P. and Ainscow, M. (eds.) Making Special Education Inclusive. David Fulton Publishers: London. ISBN 9781136609480

2001

Ainscow, M. , Beresford, J., Harris, A., Hopkins, D., Southworth, G. and West, M. (2001) Creating the Conditions for School Improvement: A Handbook of Staff Development Activities. David Fulton Publishers: London.

2000

Ainscow, M. , Farrell, P. and Tweddle, D. (2000) Developing policies for inclusive education: a study of the role of local education authorities. International Journal of Inclusive Education, 4(3), pp. 211-229. (doi: 10.1080/13603110050059150)

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