Literaturnachweis - Detailanzeige
| Autor/inn/en | Ganon-Shilon, Sherry; Finkelstein, Idit; Sela-Shayovitz, Revital; Schechter, Chen |
|---|---|
| Titel | Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes within a National Inclusion and Integration Reform |
| Quelle | In: Leadership and Policy in Schools, 22 (2023) 4, S.992-1012 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ganon-Shilon, Sherry) ORCID (Sela-Shayovitz, Revital) ORCID (Schechter, Chen) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| DOI | 10.1080/15700763.2022.2052907 |
| Schlagwörter | COVID-19; Pandemics; School Districts; Administrators; Inclusion; Foreign Countries; Capacity Building; Students with Disabilities; Administrator Role; Educational Change; Educational Cooperation; Trust (Psychology); Elementary Schools; Israel |
| Abstract | COVID-19 requires educational leaders to collectively make sense of their inclusive practices. This qualitative study explores how COVID-19 crisis shaped Israeli superintendents' and principals' role in fostering school sense-making processes during a reform based on Amendment No. 11 to the Special Education Law. Data were collected with 22 Jewish and Arab district and school leaders via Zoom interviews. Data analysis yielded three major themes: (1) Developing a shared vision and direction; (2) Building school capacity for inclusion: (a) nurturing a culture of collective responsibility (b) maintaining mental-resilience skills and well-being; and (3) Fostering school collaboration and trust with stakeholders. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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