Full metadata
Title
Examining post-school outcomes for students with disabilities: a continuous improvement process for post-secondary transition practices
Description
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.
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.
Date Created
2016
Contributors
- Cawthorne, Janine (Author)
- Bertrand, Melanie (Thesis advisor)
- Puckett, Kathleen (Committee member)
- Alverson, Charlotte (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Special Education
- Educational leadership
- Education
- Continuous Improvement
- data inquiry
- Disabilities
- indicator data
- post-school outcomes
- secondary transition
- School improvement programs
- Students with disabilities--Education (Secondary)
- Students with disabilities
- Students with disabilities--Services for--Evaluation.
- Students with disabilities
Resource Type
Extent
xi, 122 pages : color illustrations
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.38370
Statement of Responsibility
by Janine Cawthorne
Description Source
Viewed on June 7, 2016
Level of coding
full
Note
Partial requirement for: Ed.D., Arizona State University, 2016
Note type
thesis
Includes bibliographical references (pages 92-98)
Note type
bibliography
Field of study: Educational leadership and policy studies
System Created
- 2016-06-01 08:02:28
System Modified
- 2021-08-30 01:24:58
- 2 years 8 months ago
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