ERIC Number: ED432818
Record Type: RIE
Publication Date: 1999-Apr
Chronicles of Administrative Leadership toward Inclusive Reform: We're on the Train and We've Left the Station, but We Haven't Gotten to the Next Stop.
Keyes, Maureen W.; Udvari-Solner, Alice
This paper offers selected stories shared by building principals and central-office staff as they began to chronicle their personal and professional journeys toward inclusive schools for children. For the study, 17 principals (5 high school, 2 middle school, 10 elementary) and 3 central-office staff participated. The data were collected through in-depth interviews using an open-ended protocol, and the taped sessions were transcribed, reviewed, and analyzed. The themes that emerged included promoting inclusive practices, creating a supportive environment for critiques, building capacity for trust, promoting a school-wide philosophy and climate of acceptance, encouraging risk taking, fostering confirmation of self, stimulating critiques, expressing and extending personal values, using reflective dialogue and critical questioning, creating constancy of purpose, promoting specific curricular and instructional approaches, revealing incongruities in practice and philosophy, translating belief into practice, and developing creative finances. Overall, principals supported, facilitated, and actualized inclusive environments for students in many creative ways. Positive forms of influence that involved clarifying, coordinating, and communicating a unified purpose were more evident than displays of formal authority to promote change. Administrators shared their need for support and power as they reallocated both human and financial resources. (Contains 25 references and the semi-structured interview protocol.) (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).