{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10613/27578"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10613/27578","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"Examining How Changes in Professional Development for Principals and Vice-Principals Improves Outcomes for Children with Special Education Needs","abstract":"This inquiry engaged principals and vice-principals in a school district in British Columbia to consider how could the Greater Victoria School District No. 61 further support principals and vice-principals who educate children with developmental disabilities. The action research engagement (ARE) model (Rowe et al., 2013) was used to identify existing challenges with professional development and preparation for in-school administrative leadership roles. This thesis shares the experiences of principals and vice-principals and their perceptions as to how their training and knowledge of special needs education impacts children with disabilities. The participants’ shared that: (a) professional development of principals and vice-principals in special education is inadequate for today’s schools; (b) generative dialogue as a professional development tool to address this knowledge gap has mixed results; (c) professional development for principals and vice-principals matters, as they influence special needs education outcomes; and (d) implementing recommendations for change in professional development practice can improve special needs education outcomes. Keywords: professional development, principals, vice-principals, generative dialogue, special needs education, inclusive education, engagement.","abstract_html":"This inquiry engaged principals and vice-principals in a school district in British Columbia to consider how could the Greater Victoria School District No. 61 further support principals and vice-principals who educate children with developmental disabilities. The action research engagement (ARE) model (Rowe et al., 2013) was used to identify existing challenges with professional development and preparation for in-school administrative leadership roles. This thesis shares the experiences of principals and vice-principals and their perceptions as to how their training and knowledge of special needs education impacts children with disabilities. The participants’ shared that: (a) professional development of principals and vice-principals in special education is inadequate for today’s schools; (b) generative dialogue as a professional development tool to address this knowledge gap has mixed results; (c) professional development for principals and vice-principals matters, as they influence special needs education outcomes; and (d) implementing recommendations for change in professional development practice can improve special needs education outcomes. Keywords: professional development, principals, vice-principals, generative dialogue, special needs education, inclusive education, engagement.","abstract_has_math":false,"creators":["Borkowsky, Keith, Ronald"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Etmanski, Catherine"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-27T20:47:23Z","subjects":["School of leadership studies"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://doi.org/10.25316/IR-19251"],"render_values":[{"text":"https://doi.org/10.25316/IR-19251","href":"https://doi.org/10.25316/IR-19251","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10613/27578","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Etmanski, Catherine"]},{"key":"dc:creator","label":"Author","values":["Borkowsky, Keith, Ronald"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-12-20T20:06:04Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-20T20:06:04Z"]},{"key":"dc:date.issued","label":"Date","values":["2023"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School of leadership studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10613/27578","https://doi.org/10.25316/IR-19251"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2023"]},{"key":"dc:description.abstract","label":"Abstract","values":["This inquiry engaged principals and vice-principals in a school district in British Columbia to consider how could the Greater Victoria School District No. 61 further support principals and vice-principals who educate children with developmental disabilities. The action research engagement (ARE) model (Rowe et al., 2013) was used to identify existing challenges with professional development and preparation for in-school administrative leadership roles. This thesis shares the experiences of principals and vice-principals and their perceptions as to how their training and knowledge of special needs education impacts children with disabilities. The participants’ shared that: (a) professional development of principals and vice-principals in special education is inadequate for today’s schools; (b) generative dialogue as a professional development tool to address this knowledge gap has mixed results; (c) professional development for principals and vice-principals matters, as they influence special needs education outcomes; and (d) implementing recommendations for change in professional development practice can improve special needs education outcomes. Keywords: professional development, principals, vice-principals, generative dialogue, special needs education, inclusive education, engagement."]},{"key":"dc:title","label":"Title","values":["Examining How Changes in Professional Development for Principals and Vice-Principals Improves Outcomes for Children with Special Education Needs"]}]}],"canonical_facts":{"dc:contributor.advisor":["Etmanski, Catherine"],"dc:creator":["Borkowsky, Keith, Ronald"],"dc:date.accessioned":["2023-12-20T20:06:04Z"],"dc:date.available":["2023-12-20T20:06:04Z"],"dc:date.issued":["2023"],"dc:description":["2023"],"dc:description.abstract":["This inquiry engaged principals and vice-principals in a school district in British Columbia to consider how could the Greater Victoria School District No. 61 further support principals and vice-principals who educate children with developmental disabilities. The action research engagement (ARE) model (Rowe et al., 2013) was used to identify existing challenges with professional development and preparation for in-school administrative leadership roles. This thesis shares the experiences of principals and vice-principals and their perceptions as to how their training and knowledge of special needs education impacts children with disabilities. The participants’ shared that: (a) professional development of principals and vice-principals in special education is inadequate for today’s schools; (b) generative dialogue as a professional development tool to address this knowledge gap has mixed results; (c) professional development for principals and vice-principals matters, as they influence special needs education outcomes; and (d) implementing recommendations for change in professional development practice can improve special needs education outcomes. Keywords: professional development, principals, vice-principals, generative dialogue, special needs education, inclusive education, engagement."],"dc:identifier.uri":["https://hdl.handle.net/10613/27578","https://doi.org/10.25316/IR-19251"],"dc:language.iso":["en_US"],"dc:subject":["School of leadership studies"],"dc:title":["Examining How Changes in Professional Development for Principals and Vice-Principals Improves Outcomes for Children with Special Education Needs"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:47:23Z"}