http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
safeguarding against bias in a qualitative case study
In 2003, the author began a doctoral research case study of the role of collaborative early intervention teachers as change agents implementing differentiated instruction in an intermediate school setting. Previous studies had focused largely on change theory in general, change in schools, early intervention programs, collaboration, or differentiated instruction without bringing these topics together as a single case study. Through interviews, documentary methods, and guided reflections, this study explores the expectations of collaborative early intervention program teachers and the perceptions of these teachers as change agents.