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Ties That Bind: a Multiple Case Study of Issues of Power and Control in School Cultures Undergoing a Change to Inclusion W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1999 Ties that bind: A multiple case study of issues of power and control in school cultures undergoing a change to inclusion Phoebe Ann Gillespie William & Mary - School of Education Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Educational Administration and Supervision Commons, Educational Sociology Commons, and the Special Education and Teaching Commons Recommended Citation Gillespie, Phoebe Ann, "Ties that bind: A multiple case study of issues of power and control in school cultures undergoing a change to inclusion" (1999). Dissertations, Theses, and Masters Projects. Paper 1550154074. https://dx.doi.org/doi:10.25774/w4-r3hx-g692 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMf Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TIES THAT BIND: A MULTIPLE CASE STUDY OF ISSUES OF POWER AND CONTROL IN SCHOOL CULTURES UNDERGOING A CHANGE TO INCLUSION A Dissertation Presented to The Faculty ofthe School of Education The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy by Phoebe Ann Gillespie January 1999 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9936663 Copyright 1999 by Gillespie, Phoebe Ann All rights reserved. UMI Microform 9936663 Copyright 1999, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TIES THAT BIND: A MULTIPLE CASE STUDY OF ISSUES OF POWER AND CONTROL IN SCHOOL CULTURES UNDERGOING A CHANGE TO INCLUSION by Phoebe Ann Gillespie Approved January 1999 David Leslie, Ph.D. Brenda T. Williams, Ed.D. ~)}.~ JarrJ6s H. Stronge, Ph.D. ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Dedication To my husband, Lawrence Sheridan Gillespie, who selflessly devoted both his time and considerable knowledge of teachers and their craft of teaching to endless hours of review, discussion, and editing of this dissertation. His patience was long-suffering and his contributions to the ideas expressed here, invaluable. He has been my encourager, supporter, and most ardent critic. A master teacher who has contributed substantially to the lives and learning of thousands of students over the past 40 years, he is my role-model, my standard, and my inspiration. To my daughter, Brooke, whose struggle over the past year not only paralleled the life of this study, but also demonstrated for me the kind of courage in the face of adversity necessary for both of us to complete our journeys. Thank you for showing me the power of faith. To the 49 teachers and administrators who opened their lives and schools for exploration and examination. Through your troubles and triumphs, I have found new hope. new discoveries. and new reasons to listen to your stories. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents Chapter One- ··self-inflicted Blindness··: Overview of the study 2 Statement of the problem 2 Background of the issues 3 Significance of the study 5 Rationale for additional research 7 Statement of the purpose of the study 9 Research design 9 Delimitations and limitations of the study 11 Research questions 13 Assumptions 13 Procedures 14 Definitions 16 Chapter Two- ··complex. Interrelated Entities.. : Review of relevant theory and research in the literature 20 Introduction 20 Organization of the literature review 21 Overview ofliterature relevant to background of the study 21 Development of theory on organizational dynamics 21 Development of theory on schools as societies 24 A systems approach to schools 25 Resistance to change in schools 27 Processes and relationships relevant to schools and change 28 Issues regarding the relationship of a school's culture and a school change initiative 29 The issue of cultural congruence 30 Issues of power and control 31 Review of literature on school culture and change 41 Teacher/Administrator relationships 41 iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Teacher professionalism 43 Critical functions 45 leadership styles 45 communication patterns 48 rules, roles, and responsibilities 51 decision-making process 53 Review ofliterature on inclusion as a school change initiative 56 Review of selected case studies of high schools 59 Summary: Synthesis, analysis, and interpretations of literature base 64 Overview 64 Synthesis and analysis of literature base 65 Critical review of research methodology 66 Implications for further research 69 Researcher's interpretations and recommendations for further study 71 Implications for this research study 74 Conceptualization and explanation of multiple theory integration 74 Summary of model construction 78 A model for future study of relationships among constructs 79 Chapter Three- ·"A Unique Contribution to Knowledge": Methodology of the research study 82 Rational for the research design 82 Beliefs on knowledge acquisition 83 Traditions of the constructivist paradigm in qualitative research 83 Methodology 86 Stages of ~e research study 86 Preliminary procedures 87 Conducting the stages of research 89 Instrumentation 90 Data collection/Preliminary analysis 92 The integration of multiple data forms in three stages of analysis 94 v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Cross case analysis, individual integrated write-up, & dissemination 96 Limitations and delimitations of the study 96 Chapter Four- ""Ties That Bind": Case studies of three high schools 98 Preface 98 Issues that impacted schools between states 99 Summary of stages of data collections and analytic process 100 Case Study #1- ""A Faculty that Runs Like a Well-Oiled Machine" 102 Part One: Description of the school 102 Introduction 102 Demographic/Historical 102 Physical setting 104 Organizational structures I 06 Demographics of the participants 109 Part Two: Stories of inclusion 111 Introduction 111 Initial implementation 111 On-going problem-solving 114 changes in the inclusion program 114 negotiating roles and responsibilities 116 communication 118 Impact on students/staff 121 Part Three: Emergent themes 124 Introduction: Overarching and subthemes 124 Discussion of themes 125 accessibility/acceptance of diversity 125 professional respect & practice/peer supports 126 high expectations/student success 128 accountability/laws & constraints 129 Part Four: Interpretation and conceptual framework 131 Summary 135 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Case Study #2- ··warning: Teachers are on their own here" 137 Part One: Description of the school 137 Introduction 137 Demographic/Historical 137 Physical setting 139 Organizational structures 141 Demographic of participants 145 Part Two: Stories of inclusion 147 Introduction 147 Initial implementation 147 Ongoing problem-solving 152 changes to the inclusion program 152 decision-making 155 negotiating roles and responsibilities 159 Impact on students/staff 162 Part Three: Emergent themes 163 Introduction: Overarching and subthemes 163 Discussion of themes 164 lines of communication/support system 164 teacher attitudes/professional aptitude 165 implementation methods/management style 167
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