Principals' Influence in Facilitating Inclusive Schools PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Principals' Influence in Facilitating Inclusive Schools PDF full book. Access full book title Principals' Influence in Facilitating Inclusive Schools by Ronda S. Ewald. Download full books in PDF and EPUB format.
Author: Ronda S. Ewald
Publisher:
ISBN:
Category :
Languages : en
Pages : 544
Get Book Here
Book Description
Author: Ronda S. Ewald
Publisher:
ISBN:
Category :
Languages : en
Pages : 544
Get Book Here
Book Description
Author: Pete Hall
Publisher: ASCD
ISBN: 141662144X
Category : Education
Languages : en
Pages : 208
Get Book Here
Book Description
Principals navigate the dynamic complexities and subtleties of their schools every day. They promote, facilitate, and lead efforts to achieve both tangible and intangible results throughout the school community. They fulfill a role that includes counseling, budgeting, inspiring, teaching, learning, disciplining, evaluating, celebrating, consoling, and a million other critical functions. As the principalship has evolved and grown, so have the expectations of it. With that in mind, ASCD developed the Principal Leadership Development Framework (PLDF). The PLDF establishes a clear and concise definition of leadership and includes clear targets that support the ongoing growth and development of leaders. Using the Framework, principals will learn to capitalize on their leadership roles: * Principal as Visionary * Principal as Instructional Leader * Principal as Engager * Principal as Learner and Collaborator The PLDF also offers 17 criteria of effective practice that allow leaders to focus on behaviors that have the greatest direct effect on the culture and status of learning and teaching. Coupled with the PLDF are tools for self-reflection that help principals identify and strengthen their reflective habits. Whether you want to develop your own capacities or support the development of a group of principals, assistant principals, or aspiring principals, The Principal Influence can help channel your efforts in ways that promote successful teaching and student learning.
Author: David J. Connor
Publisher: Teachers College Press
ISBN: 0807773867
Category : Education
Languages : en
Pages : 289
Get Book Here
Book Description
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Author: Steven Ray Sider
Publisher: Rowman & Littlefield
ISBN: 1475852770
Category : Education
Languages : en
Pages : 335
Get Book Here
Book Description
This book supports the professional learning of school principals, and those who aspire to be such, in development of their skills and knowledge around fostering inclusive schools for students with special education needs. The book includes 27 case stories that are based on research with school principals. Each case includes expert commentaries and resources to support principals and emerging leaders as they consider how to effectively support students with special education needs in inclusive schools. Its premise is based on the recognition that there are increasing numbers of students with disabilities and special education needs in neighbourhood schools. Principals need to develop new competencies to navigate the challenges, and benefits, of including students with special education needs into inclusive classroom settings. The book provides opportunities to build leadership competencies by considering a diversity of cases related to inclusive leadership. The cases in the book are divided among nine sections addressing the following areas: transitions, early years, elementary school cases, secondary school cases, community supports, school board/district supports, school teams, complex cases, and cases specific to new teachers. Seven cross-cutting themes are addressed in these cases including: communication, parents/caregivers, agency/efficacy, collaboration, relationships/trust, legal, and advocacy.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 198
Get Book Here
Book Description
This study intends to examine the specific relationships between general education and special education teachers and the role of the principal in facilitating their shared success relative to inclusion of students with special needs in the general education classroom and curriculum. The information gathered may help inform the practice of principals leading teams in the process of creating inclusive settings. Providing support to collaborating teachers improves the services delivered to students. Discovering patterns and behaviors that sustain successful teams may aid in the overall achievement of schools. The application of servant leadership principles assists principals in facilitating inclusion of students with disabilities in general education classrooms. These ten themes discovered across sites indicate that commonalities exist: shared philosophy; concerns about teacher/pupil ratio; time; planning; communication; professional development; flexibility; principal`s visibility; team stability; and high expectations for student achievement. All participants shared the daily focus of meeting the needs of students. Principals who support inclusion: are visible during the school day; provide stability in team membership; are flexible in organizing schedules; provide professional development that teachers find applicable to their daily work; and join teachers with similar philosophical beliefs when organizing inclusion teams. The most important finding is that all principals examined held high expectations for student achievement and expected teachers to provide students with instruction reflecting those elevated expectations. Implications for practice are that principals who wish to support teachers working collaboratively in inclusive settings should nurture a school culture that supports teachers meeting the needs of all students. Implications for principal and teacher preparation programs and staff development planners are addressed. Implications for research indicate that the ten themes identified should be more deeply examined, prioritized, and used to increase the body of educational leadership knowledge. Other implications for research involve investigating the relationship between school culture and the success of inclusion in schools.
Author: George Theoharis
Publisher: Teachers College Press
ISBN: 0807772267
Category : Education
Languages : en
Pages : 241
Get Book Here
Book Description
School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students. In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. This book is a critical instructional leadership resource for new and veteran principals who want to see all students succeed. Contributors: Antonio J. Castro, Julie Causton-Theoharis, Virginia Collier, Katherine Delaney, Catherine Ennis, Virginia Goatley, Beth Graue, Rochelle Gutirrez, Kathleen A. Hinchman, Anne Karabon, Christi Kasa, Dave McAlpine, Mitchell Robinson, Victor Sampson, Sherry A. Southerland, and Wayne Thomas
Author: G. Mac Ruairc
Publisher: Springer Science & Business Media
ISBN: 946209134X
Category : Education
Languages : en
Pages : 183
Get Book Here
Book Description
Inclusion is increasingly becoming one of the policy drivers shaping educational discourse and practice. What constitutes the term “inclusion” itself and how ideas derived from the different perspectives on inclusion impact school leadership practice point to a highly contested field of enquiry. Originally embedded in discourse relating to special education, ideas relating to inclusion are attracting much broader appeal within system reforms in many jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from the discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. Within this collection we address the current political dogmas in many countries that take a purely rational, managerial approach to leadership, arguing that this is not contributing to inclusion in schools. In doing this, the book seeks to shape current discourses on leadership by exploring perspectives which are likely to enhance our understanding of inclusion. Tolerance, respect, listening, clarifying language, being comfortable with differences and ambiguity and articulating and challenging the rationale behind “the way we do things around here” are key aspects of inclusive leadership, and also fundamental imperatives for writing this book. It will be useful to those in education who are engaged in further academic study in education or in reflective practice and to anyone taking advanced programmes in educational leadership and management. The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the complexity of ensuring inclusive models of education.
Author:
Publisher: BRILL
ISBN: 9460911374
Category : Education
Languages : en
Pages : 177
Get Book Here
Book Description
Leadership for Inclusion: A Practical Guide makes a significant contribution to an emerging literature in which all professional educators, and especially principals, are beginning to vigorously take on the new challenges presented by inclusion and inclusive schooling. Overall, this volume of candid propositions about principals’ practice invites the reader to engage in likeminded analyses and syntheses and to enfold their newfound knowledge and skills into their leadership.
Author: Jack Mezirow
Publisher: John Wiley & Sons
ISBN: 1118045432
Category : Education
Languages : en
Pages : 336
Get Book Here
Book Description
The leading authorities in the field produced this comprehensive resource, which provides strategies and methods for fostering Transformative Learning (TL) practice in a wide variety of higher and adult education settings. The book answers relevant questions such as: What are effective practices for promoting TL in the classroom? What is it about TL that is most helpful in informing practice? How does the teaching setting shape the practice of TL? What are the successes, strengths, and outcomes of fostering TL? What are the risks and challenges when practicing TL in the classroom?
Author: Susan Bray Stainback
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 308
Get Book Here
Book Description
