ERIC Number: EJ1456419
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-7155
EISSN: EISSN-1837-6290
Using a Value-Creation Framework to Evaluate an Inclusive Education Program: A Case Study in a US Middle School
Rachel L. Juergensen; Amy Pleet-Odle; Meg Knapp
Issues in Educational Research, v34 n4 p1350-1368 2024
Inclusion has become the focus of a significant body of research, advocacy, and committed action in communities, businesses, and schools across the United States and beyond. Professional development focused on inclusion is part of a program called "Joyful Inclusion." Evaluating the impact a professional development program has on stakeholders is often a neglected piece of the puzzle and there is little agreement about the best way to assess the quality of professional development. In this study, we used a value-creation framework to evaluate the Joyful Inclusion program and whether participation in it made a difference. Results from the study suggest that Joyful Inclusion participants improved and increased their communication with parents of students and family engagement, increased student engagement, empowered their students to take ownership over their learning including giving students choice within their instruction, and used co-teaching strategies to improve outcomes for students with disabilities.
Descriptors: Program Evaluation, Faculty Development, Middle School Teachers, Inclusion, Students with Disabilities, Parent School Relationship, Learner Engagement, Student Empowerment, Case Studies, Educational Practices
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A