Special educators in inclusive education programmes: reframing their work as teacher leadership

York-Barr, Jennifer; Sommerness, Jennifer; Duke, Karen; Ghere, Gail

doi:10.1080/1360311042000339374

Cited by 35 publications

(31 citation statements)

References 9 publications

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“…However, research on the phenomenon of TL is still limited [6,30,32,48]. The leadership roles of SE teachers are infrequently referenced [27,31,49]. This gap in our knowledge is particularly significant at a time when educational restructuring is changing not only the tasks and behaviour of educational professionals, but also the conduct of professional relationships [50].…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…York-Barr et al [31] reported that the degree to which SE teachers are connected in a school influences the degree to which students with disabilities are connected, supported, and have opportunities within the school. If teachers are isolated and marginalised, their students are likely to be so as well.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Administrators should consider the statement by York-Barr et al [31] that "recognizing, validating, and supporting the informal leadership work of SE teachers could go a long way in improving the quality of educational services for students with disabilities and other students as well" (p. 2).…”

Section: Significance Of the Studymentioning

confidence: 99%

“…‚ The researcher developed the scale and identified items based on the literature review (e.g., [5,6,14,18,27,28,31,50]. Initial versions of the TL subscale and constraints subscale were attained with 18 and 8 items, respectively.…”

Section: Surveymentioning

confidence: 99%

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Special Education Teacher Leadership in Jordan: Current State and Constraints

Al‐Zboon¹

2016

Societies

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Distributed leadership can enhance the professional learning communities of schools. The present study explored the leadership experience of Jordanian special education teachers, and their perceptions of common constraints to leadership. A mixed method design was used, including a survey (n = 136) and an interview (n = 23). Results indicated that special education teachers had little experience of leadership roles. They regarded the provision of cognitive and emotional support to colleagues as their most important leadership role, and participating in interview committees and selecting new teachers as the least important. There were no significant mean differences between male and female special education teachers in their level of enacted leadership. Level of education and years of experience were found to have a significant effect on the level of teachers' leadership.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

Section: Surveymentioning

confidence: 99%

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Special Education Teacher Leadership in Jordan: Current State and Constraints

Al‐Zboon¹

2016

Societies

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“…It is not enough for the leader to have a vision, but that vision must be conveyed to and eventually shared by all stakeholders (DiPaola et al, 2004;York-Barr et al, 2005). Moreover, the vision as shared by inclusive school leaders should be a key consideration during the decision-making process (York-Barr et al, 2005). DiPaola et al Developing staff.…”

Section: Leadership Content Knowledge Pedagogical Content Knowledge Ismentioning

confidence: 99%