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Leading under pressure: leadership for social inclusion

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
1363-2434
143-157
Muijs, Daniel
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Dyson, Alan
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Ainscow, Mel
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Raffo, Carlo
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Goldrick, Sue
e07dafbe-bc9e-47ed-b710-b6938ebfd656
Kerr, Kirstin
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Lennie, Clare
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Miles, Susie
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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), 143-157. (doi:10.1080/13632431003663198).

Record type: Article

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

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Published date: April 2010

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Local EPrints ID: 165845
URI: https://eprints.soton.ac.uk/id/eprint/165845
ISSN: 1363-2434
PURE UUID: 469ede80-0f7e-4923-b314-1838a599baca
ORCID for Daniel Muijs: ORCID iD orcid.org/0000-0002-0131-8921

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Date deposited: 20 Oct 2010 13:34
Last modified: 15 Aug 2019 00:39

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Author: Daniel Muijs ORCID iD
Author: Alan Dyson
Author: Mel Ainscow
Author: Carlo Raffo
Author: Sue Goldrick
Author: Kirstin Kerr
Author: Clare Lennie
Author: Susie Miles

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