Stakeholder Experience Evaluating Whole-School Practice Designed to Improve Educational Outcomes for Autistic Students

Autor/inn/en	McLennan, Helen; Roberts, Jacqueline; Johnson, Greer
Titel	Stakeholder Experience Evaluating Whole-School Practice Designed to Improve Educational Outcomes for Autistic Students
Quelle	In: Australasian Journal of Special and Inclusive Education, 47 (2023) 1, S.14-27 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLennan, Helen) ORCID (Roberts, Jacqueline) ORCID (Johnson, Greer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Educational Practices; Outcomes of Education; Autism Spectrum Disorders; Educational Environment; Action Research; Case Studies; Secondary School Students; Self Evaluation (Groups); Special Education; Foreign Countries; Regular and Special Education Relationship; Institutional Characteristics; Australia + Suchen Sie Ihr Suchwort? Bildungspraxis; Lernleistung; Schulerfolg; Autism; Autismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Projektforschung; Case study; Fallstudie; Case Study; Sekundarschüler; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Australien
Abstract	Team participation in whole-school action research can assist the educational reform required for autistic students. Little is known about the experience of school community stakeholders engaged in the first stage of an implementation science process: evaluation of current practice. This study was designed to explore stakeholder experience and knowledge gained following a process of evaluation of whole-school practice related to the education of autistic students. A collective case study was employed across two Australian secondary schools, with team meetings designed to provide an opportunity for the self-evaluation process to take place and the data for the study to be generated. Thematic analysis was used to analyse the dialogue between participants during focus group discussions with each team. Findings are represented through six themes that provide insight for future practice. Both stakeholder teams reported that the evaluation process was a positive experience to engage in and resulted in a strengthening of knowledge about good practice for autistic students. Findings provide encouragement to other school teams engaging in a similar process; however, future teams may need to feel ready for this work and might benefit from the structure of a wider action-research cycle aligned to implementation science processes. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01