Muijs, Daniel, Dyson, Alan, Ainscow, Mel, Raffo, Carlo, Goldrick, Sue, Kerr, Kirstin, Lennie, Clare and Miles, Susie
Leading under pressure: leadership for social inclusion
School Leadership and Management, 30, (2), . (doi:10.1080/13632431003663198).
Microsoft Word lead_soc_inc_article_revised_2.doc
- Author's Original
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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