LEADERSHIP PRACTICES IN SCHOOLS WITH INCLUSIVE ORIENTATION AND GOOD ACADEMIC RESULTS
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Archivos
Fecha
2023
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Educacao e Sociedade, Volume 442023 Article number e250906
Nombre de Curso
Licencia CC
Attribution-NonCommercial 4.0 International
CC BY-NC 4.0
Deed
Licencia CC
https://creativecommons.org/licenses/by-nc/4.0/
Resumen
The objective of this study is to explore and describe the leadership practices present in schools, at the same time, identify as inclusive and have good academic results. For this, three case studies with an ethnographic approach were systematized. The main results show the presence of a distributed, pragmatic, and strategic leadership, committed to inclusion and pedagogical management focused on diversity. In addition, these schools stand out for their strong professional development and for the presence of an inclusive school culture. However, the findings show that participating leaders understand standardized tests as information tools and do not perceive the supremacy of school performance as a barrier to inclusion. © 2023, Centro de Estudos Educacao e Sociedade - CEDES. All rights reserved.
Notas
Indexación: Scopus.
Palabras clave
Inclusive education, New public management, School leadership, Standardized tests
Citación
DOI
10.1590/ES.250906