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Inclusion in Practice: Educators Who Are Working to Build Inclusive Schools and the Systems That Support Them- [electronic resource]
Inclusion in Practice: Educators Who Are Working to Build Inclusive Schools and the Systems That Support Them- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101235
- ISBN
- 9798379721978
- DDC
- 370
- 서명/저자
- Inclusion in Practice: Educators Who Are Working to Build Inclusive Schools and the Systems That Support Them - [electronic resource]
- 발행사항
- [S.l.]: : University of California, Los Angeles., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(80 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
- 주기사항
- Advisor: Kasari, Connie L.
- 학위논문주기
- Thesis (Ed.D.)--University of California, Los Angeles, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Inclusion is not merely a placement; it is a human right. This qualitative study examined the organizational structures and systems that support the development and sustained implementation of inclusive practices within a large urban school district that has prioritized the transformation from a siloed approach to educating students with disabilities to an inclusive approach. The study also explored how successful implementation of inclusive practices is measured and professional habits and behaviors of teachers who are doing the work to build inclusive classrooms. The researcher conducted semi-structured interviews with eight classroom teachers and four district level administrators. In addition data from document analysis of annual Inclusion Action Plans submitted by the schools where the teachers interviewed were from was used to inform answers to the research questions. Once data were collected, the researcher transcribed the interviews and conducted three rounds of coding. Key findings show four elements of school culture and organization systems that support successful implementation of inclusive practice and a metric currently being used by a district to measure success. Further, the study identifies four professional habits and behaviors of teachers who believe in inclusion and are working to implement inclusive practices. This study suggests inclusion be a part of preservice teacher training for all teachers, including district internship programs, and that professional development around inclusion be context specific. It also recommends districts and schools examine the structural division between general and special education as a way to disrupt broken systems and provide better supports for all students.
- 일반주제명
- Education.
- 일반주제명
- Teacher education.
- 일반주제명
- Educational leadership.
- 키워드
- Urban school
- 기타저자
- University of California, Los Angeles Education - Leadership Program 0659
- 기본자료저록
- Dissertations Abstracts International. 84-12A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101235
■006m o d
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■020 ▼a9798379721978
■035 ▼a(MiAaPQ)AAI30527867
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aDearth, Hilary Sarah.
■24510▼aInclusion in Practice: Educators Who Are Working to Build Inclusive Schools and the Systems That Support Them▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of California, Los Angeles. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(80 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 84-12, Section: A.
■500 ▼aAdvisor: Kasari, Connie L.
■5021 ▼aThesis (Ed.D.)--University of California, Los Angeles, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aInclusion is not merely a placement; it is a human right. This qualitative study examined the organizational structures and systems that support the development and sustained implementation of inclusive practices within a large urban school district that has prioritized the transformation from a siloed approach to educating students with disabilities to an inclusive approach. The study also explored how successful implementation of inclusive practices is measured and professional habits and behaviors of teachers who are doing the work to build inclusive classrooms. The researcher conducted semi-structured interviews with eight classroom teachers and four district level administrators. In addition data from document analysis of annual Inclusion Action Plans submitted by the schools where the teachers interviewed were from was used to inform answers to the research questions. Once data were collected, the researcher transcribed the interviews and conducted three rounds of coding. Key findings show four elements of school culture and organization systems that support successful implementation of inclusive practice and a metric currently being used by a district to measure success. Further, the study identifies four professional habits and behaviors of teachers who believe in inclusion and are working to implement inclusive practices. This study suggests inclusion be a part of preservice teacher training for all teachers, including district internship programs, and that professional development around inclusion be context specific. It also recommends districts and schools examine the structural division between general and special education as a way to disrupt broken systems and provide better supports for all students.
■590 ▼aSchool code: 0031.
■650 4▼aEducation.
■650 4▼aTeacher education.
■650 4▼aEducational leadership.
■650 4▼aEducational administration.
■653 ▼aInclusive practices
■653 ▼aTeacher preparation programs
■653 ▼aUrban school
■653 ▼aProfessional habits
■690 ▼a0515
■690 ▼a0530
■690 ▼a0449
■690 ▼a0514
■71020▼aUniversity of California, Los Angeles▼bEducation - Leadership Program 0659.
■7730 ▼tDissertations Abstracts International▼g84-12A.
■773 ▼tDissertation Abstract International
■790 ▼a0031
■791 ▼aEd.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933342▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
