Flood, Margaret
(2019)
Exploring the Impact of a Collaborative Whole-School Model of Continuous Professional Development on the Enactment of Level 2 Learning Programmes in a Mainstream Post-Primary School.
PhD thesis, Dublin City University.
Abstract
The Level 2 Learning Programmes (L2LPs) aim to provide a broad, balanced, relevant, and
meaningful education for junior cycle students with General Learning Disabilities (GLD) in
the low-mild to high-moderate range of ability. In mainstream post-primary schools, it is
envisioned that the majority of L2LPs’ learning outcomes can be included in mainstream
subject lessons thus promoting the inclusion of students with GLD. For the effective
enactment of L2LPs in mainstream classrooms teachers require continuous professional
development (CPD). Research indicates that the current system of transmissive CPD in
Ireland, particularly the cascading model used for L2LPs has little effect on enactment of
policy initaives, inclusive or otherwise. This study was concerned with exploring the impact
of a collaborative whole-school CPD programme for the enactment of L2LPs in a mainstream
post-primary school. Considerations for the CPD model included: contextual factors,
relevance to job performance and student outcomes, active participation, meaningful
collaboration, continuity and building capacity.
The research took a predominantly case-study approach beginning with an illuminative
evaluation of the school’s prior engagement with L2LPs to establish a baseline from which to
develop the CPD programme. The research focused on teacher CPD; however, an important
aspect was the voice of students, parents and Special Needs Assistants (SNAs) when
determining the effectiveness of the CPD. The methods of data collection included pre and
post-intervention attitudinal scales, interviews, participant observations and document
analysis.
The findings evidence improved teacher engagement with L2LPs resulting in enhanced
student outcomes. The CPD had a positive impact on teachers’ knowledge, practice and
beliefs, and inclusive education practices in general. There was evidence of increased
collaboration and the development of a whole-school approach to L2LPs. Furthermore, there
was evidence of improved student-teacher relationships as the CPD progressed. This research
can be used to inform structures to support L2LPs enactment at school and national level.
Recommendations are made for CPD design, L2LPs messaging and the inclusion of students,
parents and SNAs in the L2LPs planning and review process.
| Item Type: |
Thesis
(PhD)
|
| Keywords: |
continuous professional development; CPD, Level 2 Learning Programmes; L2LPs; mainstream secondary; inclusion; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
16579 |
| Depositing User: |
Margaret Flood
|
| Date Deposited: |
29 Sep 2022 10:35 |
| Publisher: |
Dublin City University |
| Refereed: |
No |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
Repository Staff Only(login required)
 |
Item control page |
Downloads per month over past year
Origin of downloads
