This qualitative study is concerned with the development of inclusive values and practices in an Aotearoa New Zealand school. It focuses on the experiences of staff and leadership in the development of inclusive culture within their school. Since the launch of Special Education 2000 in 1996, it has been the stated aspiration of the Ministry of Education to create a ‘world class inclusive education system’. This thesis is part of an effort to assist schools, in the Aotearoa New Zealand context, to get closer to the aspiration of inclusion. It is hoped that this research can contribute to the sustainable development of inclusion within our schools, and that the values expressed by the ideal of inclusion can become firmly rooted in our learning communities. The research involved embedding myself in an Aotearoa New Zealand co-educational high school as a qualitative critical ethnographic researcher. Using participatory observation and semi-formal and informal interviews I examined the experiences of a school community developing inclusive values. During an academic year the school utilised a framework for inclusive change known as the Index for Inclusion. The Index provided the framework in which the school community could explore their values, how those values were translated into practice, and to guide the change process. My analysis drew on hermeneutic phenomological theoretical perspectives underpinned by a social constructionist epistemology. I utilise a theoretical construct of culture, or model, in which to frame the change process within the subject school. The tension between neoliberalism and inclusion based on social justice, and between a model of special education and definitions of ‘disability’ and ‘inclusion’ creates a dynamic that enables the co-creation of knowledge as well as possible futures. The methodology I employed was critical ethnography. Critical ethnography allows the researcher to become a participant in the project. Using a critical ethnographic methodology, the researcher/researched relationship was also a pedagogic relationship. Throughout the year of this study the staff at the subject school reflected on the core values of their school and made changes necessary to begin to align their practice with those values. I argue that inclusion is linked to culture, and as a result, efforts to create a ‘world class inclusive education system’ must take place in the setting of the school culture. As culture is multi-layered, the change process requires time, perseverance, and at times involves pain. Change involves a renegotiation of meaning and a negotiation of expression. I argue that in a devolved educational system such as Aotearoa New Zealand, the individual school provides a ‘shady place’ in which work can be carried out to counter neoliberal policies and inculcate values of inclusion based on social justice. An ancillary argument in this thesis is that no research is neutral, and that it is an ethical responsibility of the researcher to be aware of whom their research benefits. This awareness does not compromise research; it gives research relevance.

This study is a retrospective examination of elements that influenced one elementary school staff to initiate and implement a school-wide innovation in their reading program in 1990-91. This school served 315 preschool children through grade three in small town set in the rural countryside. Case study methodology was used to discover how the change was initiated; why the particular program elements were chosen; the role of the staff, the principal, and the parents played in initiating the innovation; and what lessons this school's experience may have for school reform. As the school community planned for the initiation of their new reading program, the "whole language" approach to reading was gaining momentum. The notion of "early intervention" was popularly used to describe a variety of methods educators were using to deal with evidence of reading failure in young children. Their stories describe the challenges this school staff felt as they attempted a year-long initiative to merge phonics and whole language into a holistic approach to reading for grades one through three. Findings were reported around seven central themes emerging from the data collection, including: 1) empowerment, 2) academic improvement, 3) shared vision/beliefs, 4) collaboration, 5) focus on children's needs, 6) site-based decision making, 7) participatory leadership. / Ed. D.

This is a study of teacher professional development at the school level using teacher research as a strategy for both teacher professional learning and school change. A qualitative study was conducted to determine the conditions that would develop and sustain teachers researching their own practice in a culture of inquiry. Participant observation in one school over a two year period was used to investigate the issue of how to embed teacher research as a central feature of teachers� work. As a result of working with teachers as they researched their practice I have developed a model to explain and understand the complexities of schools and their cultures. Teachers researching their practice provided the driving force in the interplay of the elements of the model and had the potential to change school culture. Relationships, structures and processes are central to this model. Social and professional relationships between the teachers and the university partner developed and were supported by structures and processes. As the research continued these relationships changed and evolved. These relationships help develop a culture of inquiry in schools. The school/university partnership in this study evolved from an initial symbiotic�cooperative partnership (in which I shared my expertise and supported the work of teachers) into a later organic�collaborative partnership (one based on mutual and shared goals and benefits). The existing team of four teachers and the allocation of time for them to meet provided the essential structures for the teachers to research their practice. The collective leadership style instigated by the school Principal provided important human and financial support for the development of inquiry cultures. Collaboration and collegiality as forms of association enabled teachers to conduct research which challenged their individual and collective beliefs and assumptions about students� learning and their classroom practice. The content and form of teacher culture mediated the effects of teachers researching their practice. There are critical and transformational effects when teachers research their practice as part of their core work. Introducing these teachers to research was not without its difficulties. There were events and factors in the school relating to relationships, structures and processes which hindered the development of teacher research in a culture of inquiry. Because of the time frame of this study there is no evidence that school culture change is permanent. This could be the subject of future research.

Abstract This qualitative study is designed to examine how the 8 university students (from 8 different secondary schools) define their high school experiences. The study focuses on how the 8 study participants’ unique identities shape their experiences of secondary schooling. The three paradigms, students’ heterogeneity, multiple worlds, and identity conceptually framed the study. Through the focus group interactions and two sets of individual interviews, each student’s unique identity and agency were revealed; both individual-social-collective entities that were developed in relations to others. The other sources of data were school websites, relevant media reports on schools and their communities, and policy documents on academic and international baccalaureate programs; finally, field notes were also taken. In so doing, the research critically explores participants’ voices on heterogeneity, multiple worlds of family, neighbourhood, peers,cultural and multicultural identities. Finally, the 8 young people also reflect on their 8 schools, their academic programs, overall educational experience, and particularly, how young people articulate their belonging in high schools. Findings of the study suggest that participants’ identities of who they were often echoed their class, race, and ethnicity, and in turn, affected their academic engagement and identity. Despite the public invitation of all schools on their websites for students to participate in the school communities, the participants painted an altogether different picture; not all adolescents had equal access to schooling. The study makes recommendations for policy-makers, schools, and their districts which address the issues of inequity raised in this study. Specifically, schools need to be aware of the cultural,socioeconomic, and ethnic issues and the challenges that are in the way of minority adolescents’ progress so that secondary schools can extend their support to low income and immigrant students.

Abstract This qualitative study is designed to examine how the 8 university students (from 8 different secondary schools) define their high school experiences. The study focuses on how the 8 study participants’ unique identities shape their experiences of secondary schooling. The three paradigms, students’ heterogeneity, multiple worlds, and identity conceptually framed the study. Through the focus group interactions and two sets of individual interviews, each student’s unique identity and agency were revealed; both individual-social-collective entities that were developed in relations to others. The other sources of data were school websites, relevant media reports on schools and their communities, and policy documents on academic and international baccalaureate programs; finally, field notes were also taken. In so doing, the research critically explores participants’ voices on heterogeneity, multiple worlds of family, neighbourhood, peers,cultural and multicultural identities. Finally, the 8 young people also reflect on their 8 schools, their academic programs, overall educational experience, and particularly, how young people articulate their belonging in high schools. Findings of the study suggest that participants’ identities of who they were often echoed their class, race, and ethnicity, and in turn, affected their academic engagement and identity. Despite the public invitation of all schools on their websites for students to participate in the school communities, the participants painted an altogether different picture; not all adolescents had equal access to schooling. The study makes recommendations for policy-makers, schools, and their districts which address the issues of inequity raised in this study. Specifically, schools need to be aware of the cultural,socioeconomic, and ethnic issues and the challenges that are in the way of minority adolescents’ progress so that secondary schools can extend their support to low income and immigrant students.

This is a study of teacher professional development at the school level using teacher research as a strategy for both teacher professional learning and school change. A qualitative study was conducted to determine the conditions that would develop and sustain teachers researching their own practice in a culture of inquiry. Participant observation in one school over a two year period was used to investigate the issue of how to embed teacher research as a central feature of teachers� work. As a result of working with teachers as they researched their practice I have developed a model to explain and understand the complexities of schools and their cultures. Teachers researching their practice provided the driving force in the interplay of the elements of the model and had the potential to change school culture. Relationships, structures and processes are central to this model. Social and professional relationships between the teachers and the university partner developed and were supported by structures and processes. As the research continued these relationships changed and evolved. These relationships help develop a culture of inquiry in schools. The school/university partnership in this study evolved from an initial symbiotic�cooperative partnership (in which I shared my expertise and supported the work of teachers) into a later organic�collaborative partnership (one based on mutual and shared goals and benefits). The existing team of four teachers and the allocation of time for them to meet provided the essential structures for the teachers to research their practice. The collective leadership style instigated by the school Principal provided important human and financial support for the development of inquiry cultures. Collaboration and collegiality as forms of association enabled teachers to conduct research which challenged their individual and collective beliefs and assumptions about students� learning and their classroom practice. The content and form of teacher culture mediated the effects of teachers researching their practice. There are critical and transformational effects when teachers research their practice as part of their core work. Introducing these teachers to research was not without its difficulties. There were events and factors in the school relating to relationships, structures and processes which hindered the development of teacher research in a culture of inquiry. Because of the time frame of this study there is no evidence that school culture change is permanent. This could be the subject of future research.

The study reported in this thesis investigates how change was managed within one school with a view to drawing out implications for the relationship between school improvement and leadership. Significantly, it examines the challenge of bringing about school improvement in a highly centralised education system, using the example of Cyprus.

Thesis advisor: Diana C. Pullin / The introduction of the No Child Left Behind Act (NCLB) in 2002 and the reauthorization of the Individuals With Disabilities Education Act (IDEA) in 2004, resulted in numerous changes in the American education system. In particular, the IDEA reauthorization introduced an initiative entitled Response to Intervention (RTI) that has impacted both regular and special education practices and policies. RTI is a regular education initiative that involves a multi-tiered approach to service delivery and is based on student outcomes. The purpose of this qualitative, single case study is to examine and report teachers' perceptions of the RTI implementation process for reading in grades K-3 in a suburban elementary school. Additionally, this research seeks to identify themes that have influenced the success of the RTI model, and to provide a framework for key components for a successful reading RTI implementation process according to teachers. The data sources used in this qualitative study included: focus groups, individual semi-structured interviews, and artifacts. This data was analyzed and compared using constant comparison analysis. According to the teachers and principal, seven themes emerged from the analysis, including: communication, success, professional development, support/materials, challenges, implementation, and leadership. Every participant reported that communication among all members of the school community is essential within an RTI model. Most importantly, teachers expressed the significance of creating a shared vision among staff. Teachers defined successful RTI implementation and their perceptions of reading success in grades K-3. Teachers reported the need for authentic, purposeful, RTI professional development and support/materials to support each tier. The participants reported the challenges that are inherent in RTI implementation and how the model has changed since inception. Participants discussed the role of leadership and the qualities of a leader that promote success. Lastly, recommendations are made for teachers and school leaders who are beginning the RTI implementation process and for public policy officials who create and monitor regulations regarding reading RTI policies and procedures. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

This qualitative research study examines the holistic experience of secondary classroom teachers who are changing their predominant instructional technique from a mostly traditional teaching method to a student-centered, problem-based approach to curriculum delivery. Using field notes, interviews, focus groups, observations of classrooms and faculty meetings and related document study in conjunction with, and as driven by, simultaneous analysis, the researcher inquired about the nature of implementing change in instructional delivery and those influences that both help and hinder the process. Data revealed four categories with related findings: practices of changing instructional delivery, a teacher focus on students, elements of working within a culture of change, and the personal experience of implementing a change in instructional delivery.

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