Districts' Experiences Balancing Inclusion, Accountability, and Change: Mixed-methods Case Studies of Implementation in Ontario and New Hampshire
| Autor: | Welch, Matthew James |
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| Jazyk: | angličtina |
| Rok vydání: | 2012 |
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| Druh dokumentu: | Diplomová práce |
| Popis: | Thesis advisor: Andy Hargreaves Most policies and initiatives in education travel the same, well-worn path: they are designed high above the ground by elected leaders or by public officials in departments and ministries of education. These ideas soon become projects for district-level leaders and school-level staff to implement. The process of implementation is often a challenge for local educators. When schools are asked to implement several initiatives concurrently, these difficulties can be compounded. This is especially true when schools try concurrently to include students with special needs and to meet the targets of high-stakes accountability programs (McLaughlin & Thurlow, 2003; Ramanathan, 2008). This study examined two multi-level and multi-district projects that were unique in their objective and designs. Each fostered complementary restructuring and reculturing of school districts. These two projects--Essential for Some, Good for All (ESGA) in Ontario and NH Responds (NHR) in New Hampshire--sought to facilitate greater participation and achievement for students with special needs as well as to cultivate greater collaboration between general and special educators. The dissertation is comprised of four mixed-methods case studies across the two jurisdictions, looking at two districts in each country as the units of analysis. Interviews with participants from all three levels--policy and planning, district, and school--were accompanied by effect-size analysis taken from quantitative achievement data to assess achievement gaps before and after each project. Ultimately, the study proposes a workable theory for the field of policy design and implementation that would facilitate simultaneous engagement with multiple, competing policies, in particular balancing the inclusion of students with special educational needs and mechanisms for standards-based accountability. Thesis (PhD) — Boston College, 2012. Submitted to: Boston College. Lynch School of Education. Discipline: Teacher Education, Special Education, Curriculum and Instruction. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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