scholarly journals Professional development initiatives as a lever for inclusive education: a multiple case study using qualitative comparative analysis (QCA)

2020 ◽  
pp. 1-14
Author(s):  
Aster Van Mieghem ◽  
Karine Verschueren ◽  
Elke Struyf
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Inclusive Education ◽  
Qualitative Comparative Analysis ◽  
Multiple Case Study ◽  
Multiple Case ◽  
Development Initiatives

Implementation of Inclusive Education in Flemish Primary Schools: A multiple case study

2002 ◽  
Vol 54 (1) ◽  
pp. 47-56 ◽  
Author(s):  
P. Ghesquière ◽  
G. Moors ◽  
B. Maes ◽  
R. Vandenberghe
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Multiple Case Study ◽  
Multiple Case

Mathematics Teachers' Perspectives on Professional Development Around Implementing High Cognitive Demand Tasks

2017 ◽  
pp. 538-560 ◽  
Author(s):  
Amber G. Candela
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Cognitive Demand ◽  
Multiple Case Study ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Teachers Perspectives ◽  
High Cognitive Demand

This chapter will provide readers with an overview of a professional development created and enacted to support teachers' implementation of high cognitive demand tasks (Smith & Stein, 2011). This multiple case study seeks to give voice to the three seventh grade mathematics teachers who participated in the professional development as they share their perspectives on what factors affected their implementation of high cognitive demand tasks. The goal of this chapter is to provide an overview of the structure of the professional development, share the aspects of the professional development the teachers identified as supportive when planning and implementing high cognitive demand tasks in their mathematics classrooms, and discuss ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

scholarly journals Leadership as a lever for inclusive education in Flanders: A multiple case study using qualitative comparative analysis

2020 ◽  
pp. 174114322095360
Author(s):  
Aster Van Mieghem ◽  
Karine Verschueren ◽  
Vincent Donche ◽  
Elke Struyf
Keyword(s):  
Comparative Analysis ◽  
Inclusive Education ◽  
School System ◽  
Qualitative Comparative Analysis ◽  
Case Study Research ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Team Members ◽  
Inclusive School

Belgium ratified the United Nations Convention on the Rights of Persons with Disabilities in 2009, which implies that an inclusive education (IE) system at all levels should be realized. Consequently, recent legislation in Flanders (Belgium) aims to reduce the current segregated school system, which has caused some resistance from practitioners. This study examines the way in which leadership that promotes IE can reduce this resistance. Leadership is defined in terms of the dimensions put forward by Robinson and Timperley (2007): (a) providing educational direction; (b) ensuring strategic alignment; (c) creating a community that learns how to improve student success; (d) engaging in constructive problem talk; and (e) selecting and developing smart tools that facilitate IE. Based on case study research in 20 schools (10 primary, 10 secondary), a crisp-set qualitative comparative analysis was conducted to identify (combinations of) leadership dimensions associated with the willingness of school team members to include students with special educational needs (SEN) in mainstream schools. The results reveal that schools in which leaders provide educational direction towards a more inclusive school system, and that engage in constructive problem talk and select and develop smart tools in support of IE, are more willing to include students with SEN.

Online Dyslexia Professional Development for Diverse Practitioners: A Multiple-Case Study

2021 ◽  
pp. 088840642110503
Author(s):  
Kristi Cheyney-Collante ◽  
Vivian Gonsalves ◽  
Sarah Giuliani
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Program Analysis ◽  
Critical Path ◽  
Development Program ◽  
Multiple Case Study ◽  
Community Members ◽  
Multiple Case ◽  
Language Learning Disability

The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not understand this pervasive and well-documented language-learning disability. Data on experiences of diverse practitioners attempting to gain expertise in dyslexia are one critical path for identifying potential mechanisms for mitigating these challenges. In this article, the authors report on a multiple-case study designed to better understand the experiences and contexts of graduate students enrolled in an online dyslexia assessment and intervention professional development program. Analysis revealed common contextual barriers to practice across unique settings and also common supports acquired as participants built their internal capacity through their online learning experiences.

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