The role of the leadership team on inclusion policies in Chile

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dc.contributor.authorValdés, René
dc.contributor.authorFardella, Carla
dc.date.accessioned2024-10-14T17:02:39Z
dc.date.available2024-10-14T17:02:39Z
dc.date.issued2022
dc.descriptionIndexación: Scopus.
dc.description.abstractThis article reports the results of a documentary study on inclusion educational policies in order to get to know the demands that are assigned to leadership teams in the context of the New Public Management (NGP, for its name in Spanish) in Chile. Using a qualitative approach, 26 official texts were analyzed through the pragmatic discourse analysis technique. The results show that the main request to leadership teams is that they take responsibility for curricular coverage and the academic results through adult-centered collaborative work and the administration of resources, protocols, and management instruments. The implications of this study provide guidelines to rethink the analysis of educational policies. © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
dc.description.urihttps://www-tandfonline-com.recursosbiblioteca.unab.cl/doi/full/10.1080/2331186X.2022.2112595#abstract
dc.identifier.citationCogent Education, Volume 9, Issue 1, 2022, Article number 2112595
dc.identifier.doi10.1080/2331186X.2022.2112595
dc.identifier.issn2331-186X
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/61294
dc.language.isoen
dc.publisherTaylor and Francis Ltd.
dc.rights.licenseAttribution 4.0 International CC BY 4.0 Deed
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectDiscourse analysis
dc.subjectEducational policy
dc.subjectInclusion
dc.subjectSchool leadership
dc.titleThe role of the leadership team on inclusion policies in Chile
dc.typeArtículo
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