Principals Play Many Parts: A Review of the Research on School Principals as Special Education Leaders 2001-2011

Autor/in	Cobb, Cam
Titel	Principals Play Many Parts: A Review of the Research on School Principals as Special Education Leaders 2001-2011
Quelle	In: International Journal of Inclusive Education, 19 (2015) 3, S.213-234 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.916354
Schlagwörter	Foreign Countries; Meta Analysis; Principals; Administrator Role; Special Education; Elementary Schools; Secondary Schools; Inclusion; Educational Environment; Delivery Systems; Cooperative Planning; Parent Participation; School Personnel; Partnerships in Education; Conflict Resolution; Advocacy; Organization; Leadership Responsibility; Barriers; Attitudes; School Culture; Teaching Conditions; Coding; Cooperation; Educational Methods; Teamwork; North America + Suchen Sie Ihr Suchwort? Ausland; Meta-analysis; Metaanalyse; Principal; Schulleiter; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Grundschule; Volksschule; Sekundarschule; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Auslieferung; Elternmitwirkung; Schulpersonal; Hochschulpartnerschaft; Conflict solving; Konfliktlösung; Konfliktregelung; Sozialanwaltschaft; Organisation; Organisationsstruktur; Attitude; Einstellung; Verhalten; Schulkultur; Schulleben; Lehrbedingungen; Unterrichtsbedingungen; Codierung; Programmierung; Co-operation; Kooperation; Educational method; Erziehungsmethode; Nordamerika
Abstract	This meta-analysis examines current North American research on the work of school principals in the special education milieu. More specifically, it considers how elementary and secondary principals envision and act in ways that foster inclusion within a school community. Three core special education-oriented domains arose in the 19 studies examined in this meta-analysis: inclusive programme delivery, staff collaboration, and parental engagement. Within these three domains, research indicates that principals take on seven key roles as they work to foster inclusion: visionary, partner, coach, conflict resolver, advocate, interpreter, and organiser. When taking on these seven roles principals draw from various approaches to leadership, such as transformative, distributive, and democratic leadership. In striving to offer a supportive special education programme, principals face a number of challenges, such as fostering collaboration where perspectives diverge, establishing a cohesive school vision of inclusion and practice that offers differentiated learning experiences, and reducing situations involving litigation and teacher attrition. In detailing the three domains and seven roles of special education leadership, this article outlines a number of key recommendations for research, policy, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01