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The purpose of this action research study was to implement and study a systematic

framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving

The purpose of this action research study was to implement and study a systematic

framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving work within their teams, collaboration with other schools, use of a web-based tool to examine data, and support from district leaders. Ultimately, teams used data to identify change targets, linked those to evidence-based predictors of post-school success, and designed action plans to change practices and programs related to post-secondary transition at their schools.

The researcher used a mixed methods concurrent design to explore how participants engaged in situated learning and a process of collaborative meaning- making to reflect on and change their practices. The researcher used a collaborative team survey and observations to collect data from all teams, as well as an in-depth case study of one team to collect further data through a focus group, semi-structured interviews, artifact analysis, and observations. Qualitative data analysis incorporated both inductive and deductive approaches through initial coding, focused coding, and mind mapping.

Results suggested the data inquiry process enabled school teams to construct meaning about their practices, and through collaboration, they were able to develop deeper understanding of problems and solutions. A comparison of means and standard deviations of five survey constructs indicated teams placed high levels of value on collaboration within their school teams and with other school teams. Furthermore,results suggested establishing a continuous improvement process to address post- secondary transition provided structure and sustainability for examining data and making changes in practices. This work resulted in the implementation of an ongoing continuous improvement process for special education practices in a large public school district.
ContributorsCawthorne, Janine (Author) / Bertrand, Melanie (Thesis advisor) / Puckett, Kathleen (Committee member) / Alverson, Charlotte (Committee member) / Arizona State University (Publisher)
Created2016
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Description
The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to:

The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention.

The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.

Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
ContributorsZuniga, Alison Kara (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray (Committee member) / Caruso, David (Committee member) / Arizona State University (Publisher)
Created2019