Literaturnachweis - Detailanzeige
| Autor/inn/en | Hoppey, David; McLeskey, James |
|---|---|
| Titel | A Case Study of Principal Leadership in an Effective Inclusive School |
| Quelle | In: Journal of Special Education, 46 (2013) 4, S.245-256 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4669 |
| DOI | 10.1177/0022466910390507 |
| Schlagwörter | Inclusion; Accountability; Leadership Role; Leadership Effectiveness; Principals; Qualitative Research; Effective Schools Research; Best Practices; Change Strategies; Educational Change; Phenomenology; Interviews; Administrator Attitudes; Special Education; Florida |
| Abstract | This investigation examined the role of the principal in school change during the current era of high-stakes accountability. Qualitative methods were used to conduct a case study of one principal who had a record of success in leading school change efforts and developing a model inclusive program in his school. The results of the case study revealed that the principal viewed his primary role as "lubricating the human machinery," or providing support for teachers so that they could do their best work. He enacted this role by nurturing and caring for his staff, buffering his faculty from external pressures associated with high-stakes accountability, providing high-quality professional development, and ensuring that teachers had opportunities to assume leadership roles in the school. The implications of these findings for practice are discussed. (Contains 1 table.) (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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