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| Titre : | Integrated framework model for the leadership role of principals in inclusive education (2021) |
| Auteurs : | David Scheer |
| Type de document : | Article : document électronique |
| Dans : | European Journal of Education (vol. 56, n° 4, December 2021) |
| Article en page(s) : | pp. 660-680 |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ ENSEIGNEMENT SCOLAIRE ; SCOLARISATION ; INEGALITES ; POLITIQUE DE L'EDUCATION ; CHEF D'ETABLISSEMENT ; ECOLE ; COLLEGE ; LYCEE ; ALLEMAGNE |
| Mots-clés: | inclusion scolaire |
| Résumé : | This article introduces and discusses a theoretically and empirically founded integrated framework model of the principal's leadership role for inclusive education. Leadership is widely discussed as a key factor for success in inclusive education. Additional systematic research efforts are required with respect to this topic, particularly in the context of the German school system. This study analyses principals' leadership roles in one German federal state. Interviews were conducted with fifteen school principals from schools that are assigned to implement inclusive education. Findings from the qualitative content analysis draw a complex picture that is summarised in an integrated framework model. This model addresses (1) the multilevel hierarchical character of the school system and (2) the role of social discourse in shaping principals' perspectives. This model integrates different theoretical approaches such as the four-frame model of leadership orientation, the theory of recontextualisation, and educational governance to describe principal leadership and its contribution for inclusive education. |
| Document Céreq : | Non |
| En ligne : | https://doi.org/10.1111/ejed.12480 |
