Date
12-5-2022
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Gail Collins
Keywords
Christian school, inclusive, welcoming environment, low SES, learning differences, school leaders, teachers, social cognitive theory, self-efficacy, biblical mandate
Disciplines
Education | Special Education and Teaching
Recommended Citation
Champion, Amanda Blake, "A Multi-Site Case Study of Christian School Leaders and Teachers Who Provide a Welcoming and Inclusive Environment for Students from Low SES Backgrounds and/or with Learning Differences" (2022). Doctoral Dissertations and Projects. 3975.
https://digitalcommons.liberty.edu/doctoral/3975
Abstract
The purpose of this multi-site case study was to examine the intentional practices of Christian school leaders and teachers who strive to provide a welcoming and inclusive environment for students from low-socioeconomic (SES) backgrounds and/or with learning differences. The theory guiding this study is Bandura’s social cognitive theory. It connects the beliefs of self-efficacy held by school leaders and teachers to their values and philosophies, and their capability to include and welcome students from low SES backgrounds and/or with learning differences. This study investigated how school leaders and teachers welcome and include students from low SES backgrounds and/or with learning differences, as well as how teachers are prepared to meet the diverse learning needs of every student. Purposeful sampling was used to secure the school leadership and teachers from three Christian schools in different geographical regions of the United States. Multiple forms of data were collected from each site that included individual interviews, document analysis, observation, and focus groups. The data from this investigation were analyzed using Stake’s case study worksheets and steps for case study methodology: coding, organizing data into themes, and examining the relationships of the data obtained. The results of this study indicated that school leaders and teachers welcome and include students from low SES backgrounds and/or with learning differences because of their personal beliefs, by intentional practices done with consistency, by being highly relational, through the equipping of teachers, and by providing support to students, teachers, and parents.
