LEADERSHIP PRACTICES IN SCHOOLS WITH INCLUSIVE ORIENTATION AND GOOD ACADEMIC RESULTS

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dc.contributor.authorValdés, René
dc.date.accessioned2025-03-29T13:22:09Z
dc.date.available2025-03-29T13:22:09Z
dc.date.issued2023
dc.descriptionIndexación: Scopus.
dc.description.abstractThe 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.
dc.description.urihttps://www.scielo.br/j/es/a/Fmrr8BcfSXGr6XDnFHMbbGN/?format=pdf&lang=es
dc.identifier.doi10.1590/ES.250906
dc.identifier.issn01017330
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/63910
dc.language.isoes
dc.publisherEducacao e Sociedade, Volume 442023 Article number e250906
dc.rights.licenseAttribution-NonCommercial 4.0 International CC BY-NC 4.0 Deed
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectInclusive education
dc.subjectNew public management
dc.subjectSchool leadership
dc.subjectStandardized tests
dc.titleLEADERSHIP PRACTICES IN SCHOOLS WITH INCLUSIVE ORIENTATION AND GOOD ACADEMIC RESULTS
dc.title.alternative[PRÁCTICAS DE LIDERAZGO EN ESCUELAS CON ORIENTACIÓN INCLUSIVA Y BUENOS RESULTADOS ACADÉMICOS]
dc.typeArtículo
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