The Role of Principals in Creating Inclusive School Environments: Insights from Community National Schools in Ireland

Autor/inn/en	Faas, Daniel; Smith, Aimee; Darmody, Merike
Titel	The Role of Principals in Creating Inclusive School Environments: Insights from Community National Schools in Ireland
Quelle	In: School Leadership & Management, 38 (2018) 4, S.457-473 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2018.1430688
Schlagwörter	Foreign Countries; Principals; Administrator Role; Inclusion; Student Diversity; School Culture; Educational Environment; Sense of Community; Culturally Relevant Education; Mixed Methods Research; Community Schools; School Policy; Admission (School); Admission Criteria; Cultural Pluralism; Semi Structured Interviews; Focus Groups; Questionnaires; Ireland + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Inklusion; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Community school; ; Gemeindeschule; Gemeinschaftsschule; Schulpolitik; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Kulturpluralismus; Fragebogen; Irland
Abstract	This article seeks to provide an insight into the role of school principals dealing with newly multicultural and multi-faith student populations by drawing on a mixed-methods study on state-funded multi-denominational community national schools in Ireland. The study explores the extent to which school principals address the increasing social and cultural diversity in their schools by helping to establish inclusive and supportive school environments. The study identifies the main agents in shaping the school culture, and how the multi-denominational ethos is experienced by students. The article endeavours to provide academics and practitioners with a better understanding of the importance of leadership in shaping school climate that promotes a sense of belonging for all the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01