Professional development initiatives as a lever for inclusive education: a multiple case study using qualitative comparative analysis (QCA)

Mieghem, Aster Van; Verschueren, Karine; Struyf, Elke

doi:10.1080/19415257.2020.1853593

Cited by 6 publications

(3 citation statements)

References 22 publications

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“…However, views regarding where such provision should be made varied, with some parents and teachers believing that special school provision may remain the better option for their child. This lack of confidence in the ability of mainstream schools to deliver an inclusive education is typical of situations where teacher confidence has not been adequately developed through the provision of support systems or specific training [87].…”

Section: Discussionmentioning

confidence: 99%

A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India

et al. 2021

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In response to international agreements, recent Indian legislation has raised expectations that all children, regardless of need or ability, should gain access to formal education that is inclusive and addresses their social and learning needs. Initiatives designed to support the implementation of this legislation have been undertaken in several parts of India. Reports related to such initiatives have largely focused upon developments in large urban connotations, with studies in rural areas being less in evidence. This paper reports a small-scale study conducted in Telangana a state in the south-central part of India. Through the application of semi-structured interviews data were obtained to enable a comparison to be made of the experiences of two purposive samples of families of children with disabilities and special educational needs, and the professionals who support them. The first sample was located in Hyderabad, a large metropolitan city, the capital of Telangana State. The second was situated in villages in Sangareddy, a single rural district of the same state. Interviews were conducted either in English or in Telugu, the state language with all interviews transcribed and subjected to thematic analysis. The findings, which will be used to support further development in the area, reveal a willingness on the part of professionals to support the education and social welfare needs of children with special educational needs and their families and an awareness of current national legislation aimed at achieving this objective. A disparity exists between the availability of professional support services available to families and children, with those living in the rural district experiencing greater difficulty in accessing appropriate support than their counterparts in the metropolitan city. The lack of opportunities for training and professional development is perceived to be a major obstacle to the progress of inclusive education as required by national legislation in both locations. Recommendations are made for further research that is closely allied to changes in practice, for the development of professional development of teachers and other professionals, and for the development of centralised provision in rural areas to address the needs of families.

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Section: Discussionmentioning

confidence: 99%

A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India

et al. 2021

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“…Additionally, the percentage of unobserved combinations of configurations was still high, indicating that we did not have information on the outcome for many possible configurations of conditions. This is common when performing a QCA [39][40][41]. For example, we did not include high SES schools that implemented the HS program regarding nutrition in our QCA for secondary schools.…”

Section: Discussionmentioning

confidence: 99%

The Role of School Health Promotion in Students’ Dietary Intake during School Hours: A Qualitative Comparative Analysis

Vonk,

van Empelen,

Huijts

et al. 2024

Nutrients

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Many children in the Netherlands do not adhere to dietary guidelines. Therefore, the Healthy School (HS) program stimulates healthier dietary intake of students through schools. However, evaluating the effectiveness of school health promotion in improving dietary intake is challenging due to the influence of contextual factors. Qualitative Comparative Analysis (QCA) considers these contextual factors. Therefore, we performed a QCA to examine which (combinations of) contextual factors contribute to the healthier dietary intake of students during school hours in primary schools (approximate age range children 4–12 years) and secondary schools (age range 12–18 years) when implementing the HS program for nutrition. Data were collected mainly through interviewing school staff and a school-level questionnaire in fifteen primary schools and twelve secondary schools. We included five factors for primary schools: implementation of the HS program for nutrition, degree of implementation, socioeconomic status, parental support, and student support. For secondary schools, we included school environment instead of parental and student support. For primary schools, the best results were obtained if the HS program for nutrition was implemented in high socioeconomic status schools with a combination of high implementation, parental support, and student support. Findings indicate that if secondary schools have an impeding environment and low socioeconomic status, implementation of the HS program for nutrition can result in healthier dietary intake.

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“…By using fsQCA, the limitations of variable-oriented research are remedied and the researchers have the opportunity to formulate statements about broad patterns and cross-cases (Ragin, 2000). One of the merits of fsQCA is that it can be used for small sample sizes and previous studies, increasingly case studies were conducted using this method (Van Mieghem et al, 2020). Prior to applying fsQCA, researchers can have a robust result through checking the conventional validity and reliability metrices such as discriminant validity, convergent validity, internal consistency, and indicator reliability.…”

Section: Fuzzy-set Qualitative Comparative Analysismentioning

confidence: 99%

Guideline for Application of fuzzy-set Qualitative Comparative Analysis (fsQCA) in Tourism and Hospitality Studies

Rasoolimanesh¹,

Naser²,

Rezaei³

2023

Cutting Edge Research Methods in Hospitality and Tourism

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The aim of this chapter is to review and illustrate a step-by-step guideline in conducting fuzzy-set Qualitative Comparative Analysis (fsQCA) in tourism and hospitality studies. As an emerging method, fsQCA is simultaneously quantitative and qualitative in nature which makes it an appropriate method for social science disciplines including tourism and hospitality area because of complex nature of relationships between multiple variables where theories and models are underdeveloped. Unlike conventional statistical techniques, fsQCA is an asymmetrical analysis technique that provides a holistic view and interrelationships among several conditions using Boolean algebra. The fsQCA analyses produce comprehensive assessment by revealing causal combinations of antecedents to predict an outcome; and identify sufficient configurations (i.e. causal combinations, recipes) and necessary condition/s. By utilizing this method, researchers would be able to produce complex, comprehensive, and robust results.

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Professional development initiatives as a lever for inclusive education: a multiple case study using qualitative comparative analysis (QCA)

Cited by 6 publications

References 22 publications

A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India

A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India

The Role of School Health Promotion in Students’ Dietary Intake during School Hours: A Qualitative Comparative Analysis

Guideline for Application of fuzzy-set Qualitative Comparative Analysis (fsQCA) in Tourism and Hospitality Studies

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