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- Lindqvist, GunillaJönköping University,Högskolan Dalarna,Pedagogik,Department of Learning and Communication, Jönköping University, Jönköping, Sweden,Högskolan i Jönköping, HLK, Ämnesforskning,HLK, Ämnesforskning,Övrig skolnära forskning (author)
Promoting inclusion? : "Inclusive" and effective head teachers´descriptions of their work
- Article/chapterEnglish2014
Publisher, publication year, extent ...
- 2013-10-28
- Taylor & Francis,2014
- printrdacarrier
Numbers
- LIBRIS-ID:oai:DiVA.org:du-13218
- https://urn.kb.se/resolve?urn=urn:nbn:se:du-13218URI
- https://doi.org/10.1080/08856257.2013.849845DOI
- https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-3708URI
- https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-381246URI
- https://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-22581URI
Supplementary language notes
- Language:English
- Summary in:English
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- SwePubSwePub
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Notes
- The purpose of the reported interview study from Sweden is to contribute to our understanding of how head teachers can promote inclusive practices. Five head teachers were selected from a larger sample of head teachers working in compulsory schools (6–16) according to specific criteria in order to obtain head teachers who work effectively and express inclusive values relative to a relational perspective. The interviews were semi-structured, and a thematic analysis was performed. Head teachers’ strategies were in focus. The theoretical point of departure is critical pragmatism. Overall the five head teachers reported similar strategies. The head teachers describe the importance of educational leadership through observation and participation in activities in the classrooms. They advocate flexibility in the solutions provided for students in need of special support preferring solutions carried out in the regular classroom by the class/subject teacher. Head teachers see special educational needs coordinators (SENCOs) as important partners in their work towards more inclusive practices. Head teachers express the importance of consensus among their staff. They seem to welcome government’s increasing demands and steering concerning how head teachers should manage their schools. Finally, it is discussed whether the head teachers can be said to work ‘inclusively’ and, more generally, the methodological challenges researchers must confront in studies concerning ‘inclusive’ education.
Subject headings and genre
- SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
- SOCIAL SCIENCES Educational Sciences hsv//eng
- SAMHÄLLSVETENSKAP Utbildningsvetenskap Lärande hsv//swe
- SOCIAL SCIENCES Educational Sciences Learning hsv//eng
- head teachers
- inclusion
- successful schools
- leadership
- strategies
- methodological challanges
- Utbildning och lärande
- Education and Learning
Added entries (persons, corporate bodies, meetings, titles ...)
- Nilholm, ClaesMalmö högskola,Institutionen för skolutveckling och ledarskap (SOL),Malmö University(Swepub:hj)NiCl (author)
- Högskolan DalarnaPedagogik (creator_code:org_t)
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- In:European Journal of Special Needs Education: Taylor & Francis29:1, s. 74-900885-62571469-591X
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