Inclusive education in Spain: how do skills,resources, and supports affect regular education teachers’ perceptions of inclusion?

This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain.     

Truly included? A literature study focusing on the social dimension of inclusion in education

Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The current study assesses the meaning of these concepts for secondary school samples and possible differences with preschool and primary school. A literature review on secondary school literature, including 19 articles, revealed large parallels, i.e. the three concepts can be used as synonyms and include the same key themes: relationships, interactions, perception of the pupil with SEN and acceptance by classmates. Although the subthemes within the key themes largely concurred, one subtheme (i.e. self-perception of social interaction) was added and three subthemes, mentioned in the scheme based on preschool and primary school, were not found.     

‘Go over there and look at the pictures in the book’: an investigation of educational marginalisation,social interactions and achievement motivation in an alternative middle school setting

The middle years of school represent a time of educational turbulence, serving to marginalise some students from educational opportunities. Much research has focussed on individual cognitive factors influencing educational engagement, with less attention directed towards social interactions. Theoretically positioned within an expectancy–value model of achievement motivation, this study draws on the lived experience of a 12-year-old student within an alternative school in South Australia, Australia, to explore how social encounters may contribute to educational marginalisation. Findings from a narrative case study employing a semi-structured interview suggested that connections exist between social influences, such as interactions with teachers and peers, and subsequent achievement motivation. This study suggests that social interactions are critical determinants to an individual's educational engagement, affecting educational ability, expectancy and value beliefs.     

Urban teachers’ perceptions of inclusion of migrant children in the Chinese educational institution: a comparative study

Recently China has been undergoing an unprecedented urbanisation process which has resulted in millions of rural families living in urban areas. As part of a study of Chinese migrant children's educational experiences, surveys and interviews were conducted with primary school teachers in a metropolitan city in East China. The objectives of this study were to describe teachers’ perceptions of migrant children's education in both migrant schools and in public schools, and to investigate differences in their beliefs between school types. Results found that urban teachers’ perceptions of educational inclusion of migrant students were slightly negative in general. However, teachers in public schools showed significantly more positive attitudes to inclusion of migrant students than migrant school teachers. In the light of these findings, the paper concludes with implications for practice and policy for education of migrant children in China.     

Supporting new school leaders: findings from a university‐based leadership coaching program for new administrators

Administrators need intense support in their early years in their jobs to master the demands of the position and to emerge as effective leaders for their schools. This article reports on a leadership coaching program offered by a university to support graduates as they transition to new school leadership roles. First year research results of the Program for New Principals indicate that all of the program participants felt that the coaching program was a positive addition to the induction experience for new administrators. New principals viewed coaching positively and emphasized that it is both a valuable and unique form of professional development. Both coaches and new principals cited personalized support as one of the coaching model's most significant assets. The results should inform the development of a model of leadership coaching for new administrators.     

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.     

The Headteacher as Manager: A Personal View

This article contributes to the growing debate around how we understand and develop multi-agency leadership in children and young people's services. Bringing together a range of inter-disciplinary research, it presents a framework for multi-agency leadership development, which, it argues, is well theorised, multi-level and versed in key field skills that educational leaders need in complex environments. The framework comprises six elements: complexity and culture (underlying concepts); multi-professional groups and inter-organisational partnerships (operating levels); and organisational consultancy and professional supervision (field skills). These elements are discussed, the practical implications of incorporating them into professional development provision for educational leaders are examined and some provisional conclusions are reached.     

Leadership and The Effective School

The article examines the origins and purposes of assessment for learning (AfL) within the National Curriculum Assessment context in England. As a part of the Primary Strategy, AfL became part of the government's drive to improve standards through measuring school outcomes. The authors describe their investigation into teachers' understandings of AfL, how AfL has influenced teaching, learning and assessment in the intervening six years and whether it has established a presence as part of teaching pedagogy.