Principal Preservice Education for Leadership in Inclusive Schools

Autor/in	Lyons, Wanda
Titel	Principal Preservice Education for Leadership in Inclusive Schools
Quelle	In: Canadian Journal of Action Research, 17 (2016) 1, S.36-50 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Principals; Leadership Training; Management Development; Action Research; Inclusion; Educational Administration; Curriculum Development; Graduate Students; Focus Groups; Questionnaires; Intention; Occupational Aspiration; Teaching Experience; Course Evaluation; Disabilities; Attitudes toward Disabilities; Course Content; Assignments; Student Attitudes; Special Education; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungslehre; Projektforschung; Inklusion; Bildungsverwaltung; Schuladministration; Schulverwaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fragebogen; Berufsneigung; Berufsziel; Handicap; Behinderung; Kursprogramm; Assignment; Auftrag; Zuweisung; Schülerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Kanada
Abstract	Principal leadership has been identified as the key to successful implementation of inclusive education for students with disabilities. Prospective principals require knowledge, skills, and dispositions to equip them to work with key stakeholders to initiate and sustain inclusive practices within their schools. The purpose of this action research study was to (a) examine principals' perspectives on their preservice education needs to prepare them for a leadership role in an inclusive school; (b) to develop and implement an experimental graduate-level course in Educational Administration focusing on leadership in inclusive education; and (c) collect data on student and instructor experiences and perspectives throughout the course. This paper reports on the course development and implementation within two settings in subsequent semesters. Findings indicate agreement on the need for preservice education to prepare principals for leadership within inclusive schools and recommendations for course content and delivery are discussed. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01