**4. The research design**

Maxwell's [29] interactive model of research design was taken into account and consideration given to the reciprocal relationship between the research questions, goals, methods, validity and conceptual framework. **Figure 2**, illustrates the conceptual framework used in this study which draws together Schein's Theory of Organisational Culture [23] with the existing indicators (EIs) of inclusive school culture (**Table 1**).

Three phases of analysis were undertaken:

and each had a strong sense of identity (**Figure 3**).

**Figure 3.** PS1's and PS2's vision and SWP.

strong gains identified by the National Assessment Program.

(EIs); and,

**5. The context**

• Phase 1 sought understandings related to stakeholder factors (SF);

ing the principles sought as the answer to the research question. The two Primary School case study sites are referred to as PS1 and PS2.

• Phase 2 collated broader emergent themes and linked these to SFs and existing indicators

Inclusive Schoolwide Pedagogical Principles: Cultural Indicators in Action

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• Phase 3 involved seeking deeper understanding by identifying new knowledge and reveal-

The two Primary School case study sites are referred to as PS1 and PS2. Both schools had been identified by regional office staff as having quality outcomes and inclusive environments,

They had similar numbers of students but different demographics. PS1 had above average levels of students with special needs (12% of total enrolment). Primary School 2 (PS2) had an average sized special needs program (9%) but around 50% of students came from backgrounds where English was an additional language or dialect. Both schools had demonstrated

Both schools had undertaken a school capacity building process, in partnership with LRI team members, over anumber of years. Each school community had collaboratively developed a strong school vision, well understood and explicitly taught values, and a schoolwide pedagogical

**Figure 2.** Conceptual framework of research design.


**Table 1.** Existing indicators (*EIs*) of inclusive school practice.

Three phases of analysis were undertaken:


The two Primary School case study sites are referred to as PS1 and PS2.
