Leading under pressure: leadership for social inclusion
Leading under pressure: leadership for social inclusion
In this study we undertook to look at leadership issues specifically in relation to social inclusion, through a series of six case studies in three districts showing high levels of disadvantage. Findings indicated that schools' views on social inclusion could be typified as leaning towards three main orientations: (1) improving achievement and qualifications for all; (2) overcoming barriers to learning existing within particular groups; (3) enhancing other capacities and skills of children from disadvantaged groups. These views are strongly shaped by the vision and biography of school heads, interacting with different pressures and contexts
143-157
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Dyson, Alan
5fa6c09c-ab27-4b18-b455-b95a1ada44fd
Ainscow, Mel
ae677e63-2249-4e7c-b550-8dc2289d2366
Raffo, Carlo
5ddb5f9f-2f08-4d14-ba7b-c8d75bc98350
Goldrick, Sue
e07dafbe-bc9e-47ed-b710-b6938ebfd656
Kerr, Kirstin
d1b4721b-917d-4008-9e3f-047649d3548e
Lennie, Clare
b87c2ee5-82b2-48e9-9b7e-a552a8232a3f
Miles, Susie
f223474c-2939-4f3b-b948-13c081a06fc9
April 2010
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Dyson, Alan
5fa6c09c-ab27-4b18-b455-b95a1ada44fd
Ainscow, Mel
ae677e63-2249-4e7c-b550-8dc2289d2366
Raffo, Carlo
5ddb5f9f-2f08-4d14-ba7b-c8d75bc98350
Goldrick, Sue
e07dafbe-bc9e-47ed-b710-b6938ebfd656
Kerr, Kirstin
d1b4721b-917d-4008-9e3f-047649d3548e
Lennie, Clare
b87c2ee5-82b2-48e9-9b7e-a552a8232a3f
Miles, Susie
f223474c-2939-4f3b-b948-13c081a06fc9
Muijs, Daniel, Dyson, Alan, Ainscow, Mel, Raffo, Carlo, Goldrick, Sue, Kerr, Kirstin, Lennie, Clare and Miles, Susie
(2010)
Leading under pressure: leadership for social inclusion.
School Leadership and Management, 30 (2), .
(doi:10.1080/13632431003663198).
Abstract
In this study we undertook to look at leadership issues specifically in relation to social inclusion, through a series of six case studies in three districts showing high levels of disadvantage. Findings indicated that schools' views on social inclusion could be typified as leaning towards three main orientations: (1) improving achievement and qualifications for all; (2) overcoming barriers to learning existing within particular groups; (3) enhancing other capacities and skills of children from disadvantaged groups. These views are strongly shaped by the vision and biography of school heads, interacting with different pressures and contexts
Text
lead_soc_inc_article_revised_2.doc
- Author's Original
More information
Published date: April 2010
Identifiers
Local EPrints ID: 165845
URI: http://eprints.soton.ac.uk/id/eprint/165845
ISSN: 1363-2434
PURE UUID: 469ede80-0f7e-4923-b314-1838a599baca
Catalogue record
Date deposited: 20 Oct 2010 13:34
Last modified: 14 Mar 2024 02:12
Export record
Altmetrics
Contributors
Author:
Alan Dyson
Author:
Mel Ainscow
Author:
Carlo Raffo
Author:
Sue Goldrick
Author:
Kirstin Kerr
Author:
Clare Lennie
Author:
Susie Miles
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
