The Hidden Curriculum

Karanxha, Zorka; Agosto, Vonzell; Bellara, Aarti P.

doi:10.1177/1942775113498374

Cited by 21 publications

(17 citation statements)

References 36 publications

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“…For example, extended internships and field-based learning can include opportunities to shadow a leader in an inclusive school, co-facilitate special education meetings, and review IEP quality with a team of teacher leaders who help make school decisions. District-university partnerships can allow for the recruitment of special education teachers into programs, a group that is typically not enrolled in programs (Karanxha, Agosto, & Bellara, 2014). Partnerships can also provide faculty with insights into district special education data systems that can be utilized to monitor special education.…”

Section: Discussionmentioning

confidence: 99%

Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

DeMatthews

Kotok

Serafini

2019

Journal of Research on Leadership Education

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This qualitative study examines the preservice learning experiences of principals who created inclusive schools for students with disabilities. Two research questions guided the study: (1) How do successful principals describe their university-based principal preparation in the area of special education as well as leading inclusive schools for students with disabilities? and (2) What are the leadership practices, skills, and beliefs principals identify that are central to leading special education and inclusive reforms and how were they learned? Findings focus on principal beliefs and values, knowledge and expertise, and instructional leadership practices. The article concludes with implications for leadership preparation programs.

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Section: Discussionmentioning

confidence: 99%

Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

DeMatthews

Kotok

Serafini

2019

Journal of Research on Leadership Education

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“…Recruitment into principal preparation programs is also a concern, especially given the depth of knowledge and skill a principal might need to develop an inclusive school. Although there is some growing attention to the importance of recruiting individuals from underrepresented racial and ethnic groups into programs, there is little discussion of diversity in terms of experience with students with disabilities and inclusion (Karanxha, Agosto, & Bellara, 2014). Unfortunately, few principals have meaningful special education experience prior to their tenure, and thus new principals quickly learn about special education beginning a job that is already difficult and complex.…”

Section: Barriers To Developing Effective Inclusive Schoolsmentioning

confidence: 99%

Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

Billingsley

DeMatthews

Connally

et al. 2018

Australas. j. spec. incl. educ.

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School leadership is critical to provide students with disabilities with opportunities to learn in inclusive schools. We summarise research about inclusive leadership, outlining factors that promoted and impeded inclusive schools in the United States. Next, we provide an example of a national collaboration between the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center that linked theProfessional Standards for Educational Leaders(PSEL; National Policy Board for Educational Administration, 2015) to a supplemental guidance document, titledPSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities. The latter illustrates what effective inclusive school leadership means for each of the 10 PSEL standards, and provides recommendations for improving leadership preparation and policy, including licensure. We also consider possible implications of this work for those in other countries, emphasising the need for widely understood and shared leadership practices and the need to link such practices to initial and ongoing leadership development.

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“…NatioNally, schools of education and school districts have begun placing greater emphasis on increasing the diversity of educators and leaders (Aguirre & Martinez, 2002;Karanxha et al, 2014). While the teacher workforce has diversified substantially in the past three decades, White women still comprise most of that corps (National Center for Education Statistics, 1999).…”

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confidence: 99%

Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender

Bailes

Guthery

2020

AERA Open

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Recent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender are associated with the probability of promotion to school leadership. Holding education, experience, school level, and urbanicity constant, Black principals are least likely to be promoted and wait longer for promotion when compared to White assistant principals. Additionally, findings suggest that even though women have over a year more experience on average before being promoted to assistant principal, they are less likely to be promoted to high school principal, and when they are, it is after a longer assistant principalship.

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The Hidden Curriculum

Cited by 21 publications

References 36 publications

Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender

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