School leadership and special education: challenges, dilemmas and opportunities from an <scp>A</scp>ustralian context

Garner, Philip; Forbes, Fiona

doi:10.1111/1467-9604.12033

Cited by 6 publications

(3 citation statements)

References 36 publications

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“…Through this, leaders become increasingly aware that their remit necessitates conscious efforts to alter organisational culture by relentlessly turning research spotlights on inequities of student experiences and outcomes (Garner and Forbes 2013;Ainscow and Sandill 2010).…”

Section: Enabling Organisational Change: a Framework For Actionmentioning

confidence: 99%

A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy

Hanesworth

Bracken

Elkington

2018

Teaching in Higher Education

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This paper aims to provide a tentative roadmap for ensuring that higher education policy makers and practitioners are apprised of what might be done to advance a concept of socially just assessment praxis. It extends current thinking around the notion of social justice approaches to assessment by further developing the conceptual framework proposed in McArthur's recent work (2016). It does so by extending understandings of how a socially just perspective might be realised. Drawing upon recent conceptual developments within both Universal Design for Learning (UDL) and Culturally Sustaining Pedagogy (CSP), the paper proposes a typology for praxis and organisational change. Crucially, this typology focuses upon enhancing learning outcomes for all learners, but it is particularly concerned with enhancing educational experiences and learning outcomes for students that have been systematically marginalised by the normative procedural practices that have traditionally informed the nature of supposedly objective assessment.

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Section: Enabling Organisational Change: a Framework For Actionmentioning

confidence: 99%

A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy

Hanesworth

Bracken

Elkington

2018

Teaching in Higher Education

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“…Educational Reforms over the past 30 years have required that school leaders acknowledge the differences among students and create positive learning environments and educational space for all students, including those with special needs. Garner and Forbes (2013), indicated that a school principal's role is crucial in ensuring positive educational outcomes for all students, particularly those with special educational needs and disabilities. Principals are responsible for directly supervising special education and related programs (Horrocks, White, & Robers, 2008).…”

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confidence: 99%

Principals' Perceptions on Implementing Special Education Services in School

Sun¹

2019

Proceedings of the 2019 AERA Annual Meeting

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School principals are the instructional leaders for all programs in school, including special education services (Goor, Schwenn, & Boyer, 1997). It is found that the key for success is the principal's attitude towards the program, and his/her understanding of the school climate that should be established to influence the instructional programs in practice (Frick, Faircloth, & Little, 2013). This is particularly important in administration of special education programs. Principal's knowledge, attitude, and view of special education on decision making in budgeting, resource sharing, staffing, facilitation, and discipline procedures impact the special education practice in school. As the No Child Left Behind (NCLB, 2001) mandates, both special education teachers and students have new and higher expectations, for example, high stakes testing for students, requirement for highly qualified teachers, and accountability models, all impact the changing policies and procedures for principals to consider in order to form approaches for students with special needs.

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“…So, when faced with choosing between visiting a classroom or supporting a need from the special education department, principals understand that they really don't have a choice. Though an arduous aspect of the administrator's role, principals do impact outcomes for students with disabilities (Garner & Forbes, 2013), and thus must give special programs adequate attention.…”

Section: • Subtheme 2: Il Gets De-emphasizedmentioning

confidence: 99%

The Impact of Team Size on Principal Self-Efficacy in Their Role as Instructional Leaders

Graham

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The ever-changing role of public-school principals is complex and overwhelming. Because instructional leadership impacts teaching practices and student achievement, this important principal role should be cultivated with principals having sufficient time to engage as instructional leaders. A generic qualitative inquiry methodology was used to explore how the size of an administrative team impacts principals' instructional leadership self-efficacy. Exploration was achieved through 10 one-on-one, semi-structured interviews and one focus group interview. The data suggest that team size does impact an administrator's ability to serve as an instructional leader. Participants reported that larger teams provided more time for working with individual teachers and collaborative teams. Although interviewed administrators did not always abandon instructional leadership when there was insufficient time, they did often sacrifice personal time to fit it in. Administrators did not believe that they had enough time to be instructional leaders, regardless of the team size, but they shared that there was more time to develop their instructional leadership principal self-efficacy when working on larger teams. Larger teams also provided administrators with greater diversity of perspectives and experiences, which they said cultivated their self-efficacy. Consequently, an opportunity exists for district administrators to consider the specific needs of each campus, the exhaustive list of duties given to campus administrators, and the importance of instructional leadership when making staffing decisions about the number of administrators allotted to each campus.

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School leadership and special education: challenges, dilemmas and opportunities from an Australian context

Cited by 6 publications

References 36 publications

A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy

A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy

Principals' Perceptions on Implementing Special Education Services in School

The Impact of Team Size on Principal Self-Efficacy in Their Role as Instructional Leaders

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