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The Relationship Between Selected Leadership Behaviors And Attitudes Toward Behavioral And Social Inclusive Practices Among Middle School Principals In North Carolina, Mary A. Houser, Genniver Bell, Virginia Dickens, Terence Hicks
The Relationship Between Selected Leadership Behaviors And Attitudes Toward Behavioral And Social Inclusive Practices Among Middle School Principals In North Carolina, Mary A. Houser, Genniver Bell, Virginia Dickens, Terence Hicks
Terence Hicks, Ph.D., Ed.D.
The purpose of this study was to examine the relationship between selected leadership behaviors (transformational and transactional) and attitudes toward selectedinclusive practices (behavioral and social) for students with disabilities. Determining how transformational and transactional leadership behaviors are related to principals’ attitudes toward inclusive practices is needed because such understanding will assist administrators and other professionals in deciding what type of leader is best suited for leading inclusive schools. There are few studies related to administrators’ leadership behaviors and their attitudes toward inclusion in any form. The results of this study provide an opportunity to examine North Carolina principals’ leadership behaviors …
Developing Capabilities For Social Inclusion: Engaging Diversity Through Inclusive School Communities, Linda J. Graham, Valerie Harwood
Developing Capabilities For Social Inclusion: Engaging Diversity Through Inclusive School Communities, Linda J. Graham, Valerie Harwood
Valerie Harwood
The effort to make schools more inclusive, together with the pressure to retain students until the end of secondary school, has greatly increased both the number and educational requirements of students enrolling in their local school. Of critical concern, despite years of research and improvements in policy, pedagogy and educational knowledge, is the enduring categorisation and marginalization of students with diverse abilities. Research has shown that it can be difficult for schools to negotiate away from the pressure to categorise or diagnose such students, particularly those with challenging behaviour. In this paper, we highlight instances where some schools have responded …