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Identifier	Diss 68
Author	DeLeeuw, Judy A., 1957-
Title	A case study of change : implementing full inclusion in a middle school
Publisher	Central Connecticut State University
Date	2012
Resource Type	Dissertation
Notes	This mixed methods instrumental case study examined an educational change process in a middle school to inclusive practices for students with disabilities. Educational change continues to challenge principals and teachers. Appreciative inquiry was used as a framework for investigating the evolution of individual and collective teacher efficacy during the change process. Teachers and the building principal recalled their journey through the change, identifying factors that influenced their beliefs about the inclusion of students with disabilities into the general education classroom. Understanding the impact of these factors may be useful to educational leaders and teachers when embarking on change. Quantitative and qualitative methods for data collection and analysis included surveys, interviews, student performance data, and school documents. Of particular interest was the impact of the change process on teacher efficacy, the collective efficacy of the teachers, and student performance. Quantitative findings revealed strong collective efficacy of the teachers, little teacher concern over the change to inclusion, some improvement in state mastery test scores for students with disabilities, and no negative effects associated with the change on the performance on state mastery test performance during the four years since the change was first implemented. Teachers viewed professional development support, collaboration, and the performance of students with disabilities as influences on their low levels of concern during the change process. Time to plan and collaborate and scheduling challenges were of moderate concerns. Qualitative instruments grounded in appreciative inquiry presented a positive retrospective view of the change process. Teachers reported that professional development, resources, leadership, time, and, most importantly, the academic growth and positive social and emotional changes in students with disabilities led them to believe that they have the ability to teach these students and that these students can be successful in the general education classroom. In this case study, individual and collective efficacy seems to have strengthened in the reciprocal relationship of changing beliefs and observations of student successes in the classroom. Although educational change is very challenging, in this study it was possible because the principal set the vision for the change, and provided the resources, supports, professional development, and time required for teachers to experience success, belief change, and efficacy.
Subject	Educational change Inclusive education Middle school teaching
Department	Department of Educational Leadership
Advisor	Beyard, Karen
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	804652915
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