Leadership, Inclusion, and Quality Education for All

Autor/inn/en	Carter, Susan; Abawi, Lindy-Anne
Titel	Leadership, Inclusion, and Quality Education for All
Quelle	In: Australasian Journal of Special and Inclusive Education, 42 (2018), S.49-64 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carter, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Inclusion; Educational Quality; Cultural Pluralism; Semi Structured Interviews; Administrator Attitudes; Special Education; Principals; Educational Practices; Instructional Leadership; Decision Making; Case Studies; Qualitative Research + Suchen Sie Ihr Suchwort? Inklusion; Quality of education; Bildungsqualität; Kulturpluralismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Principal; Schulleiter; Bildungspraxis; Instruction; Leadership; Bildung; Erziehung; Führung; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal, and the documented operational structure of the school. The findings include insights into what the principal and head of special education believed inclusion to be, and how these leaders worked with staff to embed inclusive practices. The conclusion drawn from the study is that school leadership for inclusion involves making hard decisions. It is a complex and multifaceted act requiring consciously targeted effort, advocacy, and particular ways of leading. Inclusive practices need reinforcing by frequently articulated expectations, support, and acknowledgement that for all stakeholders inclusion is a constant journey toward a shared vision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01