The Rhetoric and Reality of Leading the Inclusive School: Socio-Cultural Reflections on Lived Experiences

Autor/inn/en	Abawi, Lindy-Anne; Bauman-Buffone, Cheryl; Pineda-Báez, Clelia; Carter, Susan
Titel	The Rhetoric and Reality of Leading the Inclusive School: Socio-Cultural Reflections on Lived Experiences
Quelle	In: Education Sciences, 8 (2018), Artikel 55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pineda-Báez, Clelia)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Sociocultural Patterns; Leadership Styles; Cross Cultural Studies; School Districts; Inclusion; Special Needs Students; School Culture; Phenomenology; Student Needs; Foreign Countries; Administrator Attitudes; Teacher Attitudes; Correlation; Case Studies; Elementary Secondary Education; Access to Education; Instructional Leadership; Principals; Capacity Building; Teaching Methods; Student Centered Learning; Australia; Canada; Colombia + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Führungsstil; Cultural comparison; Kulturvergleich; School district; Schulbezirk; Inklusion; Sonderpädagogischer Förderbedarf; Schulkultur; Schulleben; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Lehrerverhalten; Korrelation; Case study; Fallstudie; Case Study; Education; Access; Bildung; Zugang; Bildungszugang; Instruction; Leadership; Erziehung; Führung; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Australien; Kanada; Kolumbien
Abstract	This paper details a cross-cultural study of inclusive leadership practices within a basic education context in each of the following countries: Australia, Canada, and Colombia. Each school was selected after district educational leaders identified the school as being inclusive of students with diverse learning needs over an extended period of time. The researchers were particularly interested in the norms and assumptions that were evident within conversations because these were viewed as indicators of the nature of the embedded school culture within each context. School leaders and teachers were interviewed to determine the link between rhetoric and reality, and what inclusion 'looked like', 'felt like', and 'sounded like' at each site, and whether any discernible differences could be attributed to societal culture. A refractive phenomenological case study approach was used to capture the messages within each context and the lived experiences of the participants as they sought to cater for the needs of students. Data were collected from semi-structured interviews with school leaders and teaching staff. Each researcher conducted environmental observations, documenting the impressions and insights gained from the more implicit messages communicated verbally, non-verbally, and experientially from school structures, visuals, and school ground interactions. Themes were collated from the various narratives that were recounted. Both similarities and distinct socio-cultural differences emerged. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01