The Resilience of Changes Promoting Inclusiveness in an Urban Elementary School

Fisher, Douglas; Sax, Caren L.; Grove, Kathleen A.

doi:10.1086/499640

Cited by 19 publications

(16 citation statements)

References 3 publications

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“…Principals often shared leadership with teachers as they served on planning teams and supported their peers in the change process (e.g., Causton-Theoharis et al, 2011; Mayrowetz & Weinstein, 1999; McLeskey, Waldron, & Redd, 2014; Sindelar et al, 2006; Waldron et al, 2011). Principals empowered teachers, allowing them to make classroom decisions, and these teachers often welcomed opportunities for shared leadership (e.g., Causton-Theoharis et al, 2011; Fisher et al, 2000; McLeskey et al, 2014; Shogren et al, 2015).…”

Section: Research On Inclusive School Leadershipmentioning

confidence: 99%

“…Some professional learning opportunities were informal and involved special educators supporting general education teachers’ learning (Rice, 2006). Overall, teachers typically agreed that professional learning was important in addressing the needs of students with disabilities (Fisher et al, 2000; Janney et al, 1995; Shogren et al, 2015).…”

Section: Research On Inclusive School Leadershipmentioning

confidence: 99%

“…Teachers taught the same state content to students with disabilities as other students (Pierson & Howell, 2013) and differentiated instruction to address their individual needs (e.g., Shogren et al, 2015). Co-teaching was identified as an important support as general and special education teachers worked together to plan instruction, reteach material, adapt tests, monitor student learning, and share other responsibilities (e.g., Burstein et al, 2004; Fisher et al, 2000; McLeskey et al, 2014; Waldron et al, 2011). Paraprofessionals (individuals who are not licensed to provide education but assist teachers and therapists) supported learning in classrooms, often serving both students with and without disabilities (Shogren et al, 2015).…”

Section: Research On Inclusive School Leadershipmentioning

confidence: 99%

“…Inclusive reform is clearly challenging work, and varied external groups have played important roles in promoting inclusion in the US. For example, the U.S. Department of Education's Office of Special Education Programs (OSEP) provided state-incentive grants to support inclusive change (Fisher, Sax, & Grove, 2000). The Schoolwide Integrated Framework for Transformation (SWIFT) Center (2017; also funded by OSEP) provides guidance to selected districts and schools in developing inclusive practices.…”

mentioning

confidence: 99%

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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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Section: Research On Inclusive School Leadershipmentioning

confidence: 99%

Section: Research On Inclusive School Leadershipmentioning

confidence: 99%

Section: Research On Inclusive School Leadershipmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

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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“…En las escuelas de negocios la innovación educativa está integrada por los cambios y mejoras en la docencia y en la investigación, por la actualización docente y profesional, y por la adecuación y adaptación de los contenidos de las diversas disciplinas al entorno ambiental y las necesidades que demanda la sociedad (Fisher, Sax y Grove, 2000;Farías Martínez y Lavín-Verástegui, 2012).…”

Section: Marco Teóricounclassified

Declaraciones institucionales y percepciones individuales sobre la sustentabilidad en escuelas de negocios mexicanas

García

Hartmann

Martínez

2017

Contaduría y Administración

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El objetivo de este trabajo es analizar cómo las escuelas de negocios en las universidades en México manejan el concepto de sustentabilidad como parte de su tarea educativa. Para lograr una visión integral se tomaron en cuenta los tres ejes de la sustentabilidad: el ambiental, el social y el económico. Después de discutir las dimensiones conceptuales de la sustentabilidad, este trabajo presenta dos secciones empíricas: primero un análisis de contenidos del concepto en documentos institucionales y planes de estudio de carreras profesionales en las áreas de los negocios, y luego una encuesta sobre la percepción del concepto de sustentabilidad que manifiestan profesores y alumnos de las instituciones evaluadas. Los análisis indican que profesores y estudiantes en las disciplinas contables y administrativas requieren reforzar la conciencia sobre los aspectos económico y ambiental de la sustentabilidad. Los resultados proporcionan información que permitirá dirigir los esfuerzos de las instituciones de educación superior por capacitar a ଝ En esta investigación los términos desarrollo sostenible y sustentable se consideran como sinónimos, asumiendo que es aquel que permite satisfacer las necesidades de las generaciones presentes sin comprometer la satisfacción de las necesidades de las generaciones futuras. * Autor para correspondencia.

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Translating Theory to Practice for Principals Working Within Inclusive Education Policy

Webster

2018

The Palgrave Handbook of Education Law for Schools

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The Resilience of Changes Promoting Inclusiveness in an Urban Elementary School

Cited by 19 publications

References 3 publications

Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

Declaraciones institucionales y percepciones individuales sobre la sustentabilidad en escuelas de negocios mexicanas

Translating Theory to Practice for Principals Working Within Inclusive Education Policy

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