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ERIC Number: ED555928
Record Type: Non-Journal
Publication Date: 2009
Pages: 346
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-1391-6
Creating Spaces for Transformation: Educational Opportunities for Marginalized Students
Scott-Burton, Jennifer M.
ProQuest LLC, Ed.D. Dissertation, Indiana University
The purpose of this study was to describe the meaning of experience for a special education director as she constructs her life in special education and the spaces that allow for the transformation of practices in the education of all students. A qualitative single case study design was utilized. Interviews with the participant and significant others examined how her lived experiences have impacted a changing, diverse district. Our conversation led to understanding her vision, beliefs, assumptions and intentions about educating students with disabilities (SWD); the processes and actions she brought into play to attempt to achieve these goals; and the outcomes realized in regards to where and how SWD are educated. Descriptions bring to light how she was able to help create new spaces to advance an agenda of inclusive practices, meaningful instructional practices and a continuum of placement options for SWD. The data is organized to present the critical events throughout the participant's career that indicate a shift in her thinking about the education of SWD that led to multiple district choices. The findings speak to leadership and how she was critical, transformative, educative, and ethical within her social justice framework (Foster, 1989). Secondly, findings include how the concept of space (physical, perceived and lived space) emerged to illuminate that physical space was as separate as the sense of responsibility that each participant took for SWD. Perceived and conceived spaces included what each participant expectations were for one another and how their understanding of SWD should be educated, by whom, and for what end. Lived space occurred when both sets of participants came to believe each needed to hold the same expectations tor SWD, take responsibility to ensure those expectations fulfilled, and how they together needed to implement collaboratively a set of practices, including supports for their collective classes of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A