Headteachers and Inclusion: setting the tone for an inclusive school
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.2/13237 |
Resumo: | Inclusion is an unavoidable dimension of education and the school’s mission. Educational organisations must therefore seek approaches and practices that materialise in the effective management of diversity, equity and inclusion, since these are conditions for the involvement of the whole community to achieve the goals of education for all. This study sought to answer (i) How do school leaders conceptualize equity and inclusion? (ii) What guidance and administrative procedures do headteachers use to facilitate inclusion? (iii) What characterises their practices concerning leadership for equity and inclusion? The empirical focus of the research was a set of school principals of Portuguese public schools, where a qualitative methodology was used, namely the interview survey technique. The sample gathered 11 interviewees. The results show that, although from an ideological point of view, headteachers have a broad conception of inclusive education, from an operational point of view, the evidence shows the implementation of normative practices. The data point to a reproduction of Portuguese policies and their priorities, showing a leadership engaged in targets, outcomes and performance indicators. The conclusions of the article point to the need to explore new possibilities for understanding inclusion and leadership, and these understandings may impact the school’s transformation toward successful inclusion. |
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Headteachers and Inclusion: setting the tone for an inclusive schoolLiderançaInclusãoMetodologia qualitativaSchool leadershipInclusionQualitative methodologyODS::04:Educação de QualidadeInclusion is an unavoidable dimension of education and the school’s mission. Educational organisations must therefore seek approaches and practices that materialise in the effective management of diversity, equity and inclusion, since these are conditions for the involvement of the whole community to achieve the goals of education for all. This study sought to answer (i) How do school leaders conceptualize equity and inclusion? (ii) What guidance and administrative procedures do headteachers use to facilitate inclusion? (iii) What characterises their practices concerning leadership for equity and inclusion? The empirical focus of the research was a set of school principals of Portuguese public schools, where a qualitative methodology was used, namely the interview survey technique. The sample gathered 11 interviewees. The results show that, although from an ideological point of view, headteachers have a broad conception of inclusive education, from an operational point of view, the evidence shows the implementation of normative practices. The data point to a reproduction of Portuguese policies and their priorities, showing a leadership engaged in targets, outcomes and performance indicators. The conclusions of the article point to the need to explore new possibilities for understanding inclusion and leadership, and these understandings may impact the school’s transformation toward successful inclusion.LE@D - Laboratório de Educação a Distância e E-learningMDPIRepositório AbertoNeves, ClaudiaAlmeida, Ana PatríciaFerreira, Marco2023-01-30T12:30:17Z2023-01-272023-01-27T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/13237engNeves, C.; Almeida, A.P.; Ferreira, M. Headteachers and Inclusion: Setting the Tone for an Inclusive School. Educ. Sci. 2023, 13, 129. https://doi.org/10.3390/https://doi.org/10.3390/educsci13020129info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T15:44:53Zoai:repositorioaberto.uab.pt:10400.2/13237Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:52:20.320253Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Headteachers and Inclusion: setting the tone for an inclusive school |
title |
Headteachers and Inclusion: setting the tone for an inclusive school |
spellingShingle |
Headteachers and Inclusion: setting the tone for an inclusive school Neves, Claudia Liderança Inclusão Metodologia qualitativa School leadership Inclusion Qualitative methodology ODS::04:Educação de Qualidade |
title_short |
Headteachers and Inclusion: setting the tone for an inclusive school |
title_full |
Headteachers and Inclusion: setting the tone for an inclusive school |
title_fullStr |
Headteachers and Inclusion: setting the tone for an inclusive school |
title_full_unstemmed |
Headteachers and Inclusion: setting the tone for an inclusive school |
title_sort |
Headteachers and Inclusion: setting the tone for an inclusive school |
author |
Neves, Claudia |
author_facet |
Neves, Claudia Almeida, Ana Patrícia Ferreira, Marco |
author_role |
author |
author2 |
Almeida, Ana Patrícia Ferreira, Marco |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório Aberto |
dc.contributor.author.fl_str_mv |
Neves, Claudia Almeida, Ana Patrícia Ferreira, Marco |
dc.subject.por.fl_str_mv |
Liderança Inclusão Metodologia qualitativa School leadership Inclusion Qualitative methodology ODS::04:Educação de Qualidade |
topic |
Liderança Inclusão Metodologia qualitativa School leadership Inclusion Qualitative methodology ODS::04:Educação de Qualidade |
description |
Inclusion is an unavoidable dimension of education and the school’s mission. Educational organisations must therefore seek approaches and practices that materialise in the effective management of diversity, equity and inclusion, since these are conditions for the involvement of the whole community to achieve the goals of education for all. This study sought to answer (i) How do school leaders conceptualize equity and inclusion? (ii) What guidance and administrative procedures do headteachers use to facilitate inclusion? (iii) What characterises their practices concerning leadership for equity and inclusion? The empirical focus of the research was a set of school principals of Portuguese public schools, where a qualitative methodology was used, namely the interview survey technique. The sample gathered 11 interviewees. The results show that, although from an ideological point of view, headteachers have a broad conception of inclusive education, from an operational point of view, the evidence shows the implementation of normative practices. The data point to a reproduction of Portuguese policies and their priorities, showing a leadership engaged in targets, outcomes and performance indicators. The conclusions of the article point to the need to explore new possibilities for understanding inclusion and leadership, and these understandings may impact the school’s transformation toward successful inclusion. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-30T12:30:17Z 2023-01-27 2023-01-27T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.2/13237 |
url |
http://hdl.handle.net/10400.2/13237 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Neves, C.; Almeida, A.P.; Ferreira, M. Headteachers and Inclusion: Setting the Tone for an Inclusive School. Educ. Sci. 2023, 13, 129. https://doi.org/10.3390/ https://doi.org/10.3390/educsci13020129 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
MDPI |
publisher.none.fl_str_mv |
MDPI |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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