東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Learning from the Students Not Yet in the Room : = Using Inclusion Planning to Promote Organizational Learning, Equity, and Innovation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning from the Students Not Yet in the Room :/
其他題名:	Using Inclusion Planning to Promote Organizational Learning, Equity, and Innovation.
作者:	Smith, Zachary Jedadiah.
面頁冊數:	1 online resource (99 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29162935click for full text (PQDT)
ISBN:	9798357531292

Learning from the Students Not Yet in the Room : = Using Inclusion Planning to Promote Organizational Learning, Equity, and Innovation.
Smith, Zachary Jedadiah.

Learning from the Students Not Yet in the Room :Using Inclusion Planning to Promote Organizational Learning, Equity, and Innovation. - 1 online resource (99 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ed.D.)--Harvard University, 2022.

Includes bibliographical references

The American preK-12 education system is struggling. Challenges resulting from navigating the global pandemic, the growing consciousness of the education system's role in perpetuating cycles of inequity for students furthest from justice, and the continual inability to scale innovation across a wide breadth of student profiles, are all evidence that the education sector needs something different. These challenges point to the need to rebuild school systems with a better foundation - a foundation built on collective learning gained through inclusion. In many school models, specific groups of students are separated into their own self-contained programs based on their home language, ability level, or behavioral needs. Schools often do this without first exploring how general education environments could change to meet these students' needs in inclusive ways. In my work with educators in Highline Public Schools, a traditionally organized public school district outside Seattle Washington, I developed a strategy and acted as lead facilitator on a team charged with reimagining how schools would look, feel, and operate if they reorganized around the inclusion of students in historically self-contained settings. We did this by telling stories. We talked about the experiences we hoped these children would have in their schools in the not-too-distant future. Then, we named the skills we would need to learn, the instructional strategies we would need to deploy, the fresh ways we would need to team, and the new mindsets we would adopt. From these collective storytelling sessions, educators began taking steps toward making these stories reality - starting with being relationally proximal to these populations and learning what it takes to organize around them. In this capstone, I will share how I partnered with key district stakeholders to employ theories and practices rooted in community organizing, teaming for innovation, Universal Design for Learning (UDL) and improvement science to create a mobilized community and a multi-year plan for moving inclusion forward within the organization. I also explore my own leadership learnings, including ways I was shaped by this process and enter the field differently because of my time with this organization.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798357531292Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Community organizingIndex Terms--Genre/Form:

542853
Electronic books.

Learning from the Students Not Yet in the Room : = Using Inclusion Planning to Promote Organizational Learning, Equity, and Innovation.
LDR:03748nmm a2200409K 4500 001 2357313
005 20230621091236.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798357531292
035 $a (MiAaPQ)AAI29162935
035 $a AAI29162935
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Smith, Zachary Jedadiah. $3 3697846
245 1 0 $a Learning from the Students Not Yet in the Room : $b Using Inclusion Planning to Promote Organizational Learning, Equity, and Innovation.
264 0 $c 2022
300 $a 1 online resource (99 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: City, Elizabeth.
502 $a Thesis (Ed.D.)--Harvard University, 2022.
504 $a Includes bibliographical references
520 $a The American preK-12 education system is struggling. Challenges resulting from navigating the global pandemic, the growing consciousness of the education system's role in perpetuating cycles of inequity for students furthest from justice, and the continual inability to scale innovation across a wide breadth of student profiles, are all evidence that the education sector needs something different. These challenges point to the need to rebuild school systems with a better foundation - a foundation built on collective learning gained through inclusion. In many school models, specific groups of students are separated into their own self-contained programs based on their home language, ability level, or behavioral needs. Schools often do this without first exploring how general education environments could change to meet these students' needs in inclusive ways. In my work with educators in Highline Public Schools, a traditionally organized public school district outside Seattle Washington, I developed a strategy and acted as lead facilitator on a team charged with reimagining how schools would look, feel, and operate if they reorganized around the inclusion of students in historically self-contained settings. We did this by telling stories. We talked about the experiences we hoped these children would have in their schools in the not-too-distant future. Then, we named the skills we would need to learn, the instructional strategies we would need to deploy, the fresh ways we would need to team, and the new mindsets we would adopt. From these collective storytelling sessions, educators began taking steps toward making these stories reality - starting with being relationally proximal to these populations and learning what it takes to organize around them. In this capstone, I will share how I partnered with key district stakeholders to employ theories and practices rooted in community organizing, teaming for innovation, Universal Design for Learning (UDL) and improvement science to create a mobilized community and a multi-year plan for moving inclusion forward within the organization. I also explore my own leadership learnings, including ways I was shaped by this process and enter the field differently because of my time with this organization.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 529436
650 4 $a Special education. $3 516693
650 4 $a Education policy. $3 2191387
653 $a Community organizing
653 $a Inclusion
653 $a Leadership
653 $a System change
653 $a Traditional public education
653 $a Universal design for Learning
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0449
690 $a 0529
690 $a 0458
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Harvard University. $b Education. $3 3556180
773 0 $t Dissertations Abstracts International $g 84-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29162935 $z click for full text (PQDT)