People with disabilities from culturally and linguistically diverse (CLD) backgrounds experience discrimination related to their multiple cultural identities. Complex organizational responses and workforce training are needed to effectively address the resulting inequalities they experience. Yet, there is little guidance about effective practices for organizations serving people with disabilities from CLD backgrounds. Similarly, little research exists about effective cultural and linguistic competence (CLC) training provided by such organizations. Chapter 1 details a scoping review study that identified 29 documents related to CLC for organizations supporting people with disabilities from CLD backgrounds. Frequency counts and a qualitative thematic analysis were used to describe those documents and their recommendations. Although 24 themes were identified that provide relevant organizational CLC recommendations, few of the reviewed documents attended to the intersection of disability and race/ethnicity, exhibited methodological rigor, or included perspectives of diverse people with disabilities. Often, recommendations in the identified documents lacked clarity and detail, and were therefore not easily translatable into interventions. In most documents, little attention was paid to standards or methods that could be used to evaluate the recommended CLC initiatives. A series of tables present the documents, their qualities, and 24 recommendation themes. Chapter 2 is an exploratory, holistic, and retrospective single-case study of CLC training provided by an interdisciplinary leadership training program. Multi-source interviews and review of archival data were used to research evidence of the presence of activities, content, and structure of infused CLC training in a year-long training program designed to develop leadership abilities in an interdisciplinary group of disability-serving professionals and advocates. Interviews were conducted with three course faculty and three trainees of the 2015-2016 training year. Archival data from the 2015-2016 training year contributed triangulation across type of data. Qualitative analysis and interpretation were performed by a diverse research team. The results and discussion are presented via thick description and illustrate a model of CLC training that seeks to acculturate trainees to a collaborative culture of humility, inclusion, and social justice via a learning community mechanism.

The value of collaborative regional professional development partnerships as the mechanism for implementing a Comprehensive System of Personnel Development (CSPD), a mandate of the Individuals with Disabilities Education Act (IDEA) 1997, in one state was investigated. The historical organizational case study examined this issue from the perspectives of those initially and currently involved with regional professional development partnership implementation. Participants included individuals representing three different perspectives (i.e., state education agency, institutions of higher education, and local education agency) A qualitative case study research design was used to gain in-depth information from varied sources about participants' views of Florida's system of personnel development prior to the implementation of regional professional development partnerships, as well as the perceived value of the regional professional development partnerships from those who were currently involved. Data sources included interviews and a review of relevant documents. Data analysis included the process of inductive analysis which allowed themes of the study to emerge from the data. Conclusions drawn from the study's findings included: (1) the critical importance of leadership, (2) the importance of relationships, (3) the developmental nature of partnerships, (4) readiness, roles, and responsibilities, (5) benefits and barriers, and (6) the importance of institutional memory and active involvement. / Ph. D.

E-Government applications have emerged rapidly in the developing world. This is due to its usefulness as an enabling tool to increase efficiency and enhance transparency. This research focuses on insights into the implementation process of e-Government within the context of developing countries. Institutional theory was the change theory applied since it explains why organisational structures and values endure. The neo-institutional theory was adopted by using multi-level approach and multi-stakeholder analysis, and these enable environmental forces to be used with other factors such as organisational and role of network actors. Due to its flexibility, institutional theory has been combined it with other theories and models such as: Lewin’s 3-stage model (deeply enriches understanding of how change occurs as well as the role of change agent); Driver-Barrier model (to assist in recognising the potential drivers and barriers that might influence successful e-Government implementation); Comprehensive Barrier framework (relevant for study of e-Government and information system barriers that could be used as checklist for project planning and evaluation);and Three-Quarter Moon model (developed for e-Commerce adoption and applied the model to e-Government implementation) The research questions and proposed framework were tested and validated by carrying out qualitative analysis using multi-methods approach for data collection. Case study research was adopted with focus on government-to-employee (G2E) within public sector organisations in Nigeria, West Africa. The research collection strategy included an in-depth investigation of organisations’ information systems using both primary and secondary data collection. The series of techniques adopted are questionnaire responses, interviews, document analysis and observation. The research findings suppose that most of the factors – internal and external, and characteristics – benefits, barriers and risks, identified as influential to e-Government implementation are similar to those discussed in existing literature, although some may be specific to the Nigerian public sector context. Based in the findings, the researcher was able to reconceptualise the developed model for e-Government implementation, which was specific to the case study. The model was then extended for application by other countries. A novel subset model – Rectangular Four-Actor-Activity - was also developed for identifying e-Government implementation key actors and their main activities, which is a subset of the holistic framework. The conceptualised model should help managers and academicians to understand the step-by-step guide to e-Government implementing process by ranking and mapping of relevant concepts and factors within the framework, understanding the difference between theory and practice in terms of e-Government implementation. The researcher therefore accomplishes that this study extends to the knowledge in the aspect of e-Government implementation from organisational perspectives, Government-to-Employee (G2E); thus contributing to the Information System (and e-Government implementation) literature through reviewing the range of studies using a wider multi-level and multi-method approach. This includes combining institutional theory with other models. This enables development of a holistic conceptual model for implementing e-Government, including a subset model for e-Government key actors and their main activities throughout the development life cycle.

Most school based initiatives are not implemented long-term and do not reach sustainability (McDermott, 2000; Mirel, 1994; Rice & Malen, 2003). Schools are implementing School-Wide Positive Behavior Support (SWPBS) as an initiative to target social emotional development and behavior. Schools that have implemented SWPBS have experienced decreases in rate of Office Discipline Referrals (ODR), In-School Suspension (ISS) and Out-of-School Suspension (OSS) (e.g. Bohanon et al., 2006; Childs et al., 2009; Lassen et al., 2006). Research has also shown that schools that implement with a higher degree of fidelity have better outcomes (Childs et al., 2009; Florida's Positive Behavior Support Project, 2009). However, it is not known what mediating factor(s) assist with schools with implementation of Tier 1 PBS at a higher degree of fidelity. This study examined action plans that schools developed during their initial training of Tier 1 PBS, to determine if the action plans are one of the possible mediating factor(s). There are differences between the quality of action plans developed by schools implementing with a higher degree of fidelity compared to schools implementing with a lower degree of fidelity. Based on a path analysis, the action plans are not a mediating factor between fidelity of implementation and student outcomes (i.e. office discipline referrals, In-School Suspension, and Out-of-School Suspension).

No description available.

This program evaluation study examined the relationship between Problem Solving/Response to Intervention (PS/RtI) training and technical assistance and educator and implementation outcomes following the first year of a 3-year project. Educators from 40 pilot schools in eight districts participating in the study received ongoing professional development targeting the rationale for the initiative, systems change issues, and the steps of the PS/RtI model. Data on educator beliefs, educator perceived and demonstrated PS/RtI skills, and PS/RtI implementation were collected throughout the year from the 40 pilot schools as well as 33 comparison schools. To examine the relationships between PS/RtI training and technical assistance and preliminary outcomes, a series of multi-level models were conducted. Results of the analyses suggested that the ongoing professional development provided during the first year related to some outcomes. Specifically, PS/RtI training and technical assistance appeared to be positively related to increases in the beliefs and perceived skills of educators. The relationship between professional development activities and other outcomes targeted during the first year (i.e., demonstrated skills and implementation) was unclear. Potential explanations for the findings from this study and implications for future research are discussed.

Recently the National Reading Panel concluded that systematic and direct instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension that is informed by ongoing assessments of student progress results in positive student achievement (NICHHD, 2002). For students with moderate to severe disabilities and students with autism, reading instruction has historically focused on functional sight words. Unfortunately, very little research exists that has examined how the literacy achievement of students with moderate to severe disabilities can be impacted by a more comprehensive, data-driven instructional model. A special education program that serves students with moderate to severe disabilities and students with autism sought to improve reading instruction and literacy outcomes for these students and began the Educational and Life Skills (ELS) Literacy Initiative during the 2005-2006 school year. The purpose of the literacy initiative was to improve teacher skill and confidence in teaching reading, increase the alignment of literacy instruction with the identified best practices, improve the quality of the instructional planning process, and improve student outcomes in the area of literacy. The literacy initiative provided teachers with extensive curricular resources and professional development opportunities in order to achieve the desired outcomes. This study is an evaluation of the ELS Literacy Initiative. More specifically, the goals of this study were to (a) examine how the literacy initiative was being implemented, (b) determine to what extent the anticipated short-term and intermediate outcomes of the initiative were being realized, and (c) determine the next steps in implementation of the literacy initiative. To answer the evaluation questions, a mix of qualitative and quantitative data were collected, including teacher and parent surveys, teacher focus group interviews, and student outcome data. Overall, the outcomes of the ELS Literacy Initiative have been positive, with teachers feeling more confident and supported, instruction being more aligned with best practices, and students having made gains in their literacy skills. However, particular areas of improvement, such as the instructional planning process and curricular resources, should be addressed to meet the needs of students who are nonverbal. A set of recommendations regarding the next steps in the implementation of the ELS Literacy Initiative is included.

This dissertation addresses the perspectives of experts and school-level stakeholders on MTSS implementation in high schools. Despite evidence of MTSS implementation effectiveness in elementary and middle school settings, MTSS implementation still lags in high schools. In reviewing the literature on high school MTSS implementation, those who have worked to implement MTSS do not all do so with the same priorities and/or emphases. I collected and examined qualitative data that reflects the perspectives of experts and school-level stakeholders. Specifically, I also reviewed articles or book chapters written by some high school MTSS experts and interviewed them. I interviewed stakeholders working in high school in order to gain perspectives from individuals who are directly involved in the implementation process. I used the Generic Qualitative design in my research, and analyzed the interview data and documents by using the Inductive Analysis method. Experts and stakeholders identified essential elements that they perceived would influence high schools’ abilities to implement MTSS and impact student outcomes. They specified components that relate to the high school system and the ecology of a high school that impact MTSS implementation: components like parent involvement, the community, and the high school culture. All participants shared perspectives on high school students’ roles in the MTSS process, such as student support team involvement, providing ideas regarding interventions, and assistance with peer tutoring. Overall, experts and stakeholders agreed on many of the basic principles and components of high school MTSS (leadership, collaboration, professional development, alignment, data, decision rules); however, they emphasized different approaches for application to a high school setting, and displayed varying opinions on best practices. Some of the foci included reading interventions, behavioral supports, Tier-1 foundational instruction, and graduation goals. Implications for practice may be pulled from the perspectives shared, particularly those regarding context-specific professional development, student involvement, and the urgency of providing supports in time for high school graduation.

This study aimed to provide evidence for the reliability and validity of the Systems Coaching Survey (SCS). Systems coaching is an approach to building capacity among groups of educators to drive educational reform efforts by employing seven interdependent sets of skills (interpersonal communication, data-based problem solving, team facilitation, content knowledge dissemination, leadership, professional learning, evaluation). The SCS was designed to measure educators’ skills to facilitate implementation of a multi-tiered system of supports (MTSS). The 41-item survey was piloted nationally in the spring of 2017 by 1,060 educators across 180 schools in six U.S. states who had responsibilities for facilitating MTSS practices in their schools. This study used multilevel confirmatory factor analysis to examine the construct validity and reliability of the tool at the educator and school levels. Results indicated support for seven factors at the educator level representing the seven systems coaching skill sets, and one between-level factor labeled School Context. Congeneric reliability estimates were in the acceptable to high ranges. Implications for future research on the SCS and use of the tool in practice are discussed.

The purpose of this study was to identify and understand relationships between educators' perceived skills, observed practices, and stated beliefs - as well as the impact of evidence-based professional development upon those relationships - during the first year of ongoing school-based implementation for Florida's Statewide Problem- Solving/Response to Intervention (PS/RtI) Project. The PS/RtI model is conceptualized as providing a data-based template to drive student service delivery decisions; as providing a tiered framework of assessment and evaluation to maximize efficiency of allocated school funds; and as defining the determination of eligibility for special education services to be based solely upon a continuous necessity of resources/services beyond those typically available in the general education setting. The current study analyzed existing data from Florida's statewide PS/RtI project, collected during the 2007-2008 school year. During specified professional development sessions, educators provided responses to various questions about their beliefs regarding, perceptions of competency within, and estimated observational frequency of, critical components constituting the PS/RtI model. Three specific research questions were investigated from analysis of these responses; specifically: (1) What is the relationship between beliefs about a training objective, and the self-rated perception of skills and frequency of observed practices associated with that objective, (2) What are the effects of specific skills training on the relationship between self-reported beliefs, and associated perceptions of skills and frequency of observed practices, and (3) What is the relationship between initial (pre-training) and time two (post-training) measures of self-reported beliefs and perceived skills related to data usage, and of self-reported beliefs, perceived skills, and observed practices related to academic instruction? This study found that, for the first year of implementation, initial educator beliefs regarding evidence-based instruction and data-based decision making were only slightly related to self-perceived competence in these areas; furthermore, independent of any effect that skills training may have had upon educator survey scores, the relationship between beliefs, skills, and practices scores did not significantly differ over the first year of implementation. Implications of the findings for practice, including scaling up of RtI implementation efforts, are discussed.