Dissertation/Thesis Abstract

Leveling the Playing Field: A Constructivist Grounded Theory Study on Achieving Equitable Special Education Student Outcomes
by Brown, Gregory W., Ed.D., Aurora University, 2018, 169; 10978565
Abstract (Summary)

The purpose of this constructivist grounded theory study was to seek out high performing special education school districts and generate an interpretive theory, through a symbolic interactionist lens, to help explain how certain educational leaders have been able to construct, implement and sustain a process to achieve more equitable outcomes for special education students. The target participants for the study were individuals primarily involved in the creation, implementation, management and evaluation of special education programs in the school districts selected. The school district participants were selected using criterion based sampling. The primary investigative technique for this study was interviewing and data was analyzed using line by line open coding, as well as selective and focused coding. A total of ten sub-themes emerged as the various categories of data were intersected, with the sub-themes subsequently organized and explained by research question. Ultimately, three major themes emerged: Process, Parents and Students. Using the major themes and sub-themes, a Working Model of Special Education was developed and an explanation of how to apply it described.

Indexing (document details)
Advisor: Wilson, Faith A.
Commitee: Barshinger, Jack, Cooper, G. Robb
School: Aurora University
Department: Leadership in Educational Administration
School Location: United States -- Illinois
Source: DAI-A 80/04(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational administration, Special education
Keywords: Equitable special education student outcomes
Publication Number: 10978565
ISBN: 978-0-438-69407-1
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