ERIC Number: EJ773658
Record Type: Journal
Publication Date: 2007
Reference Count: N/A
Investigating Instructional Leadership for Special Education
Bays, Debora A.; Crockett, Jean B.
Exceptionality, v15 n3 p143-161 2007
Instructional leadership has been studied since the inception of public education in the United States, but few studies have addressed the supervisory practices used to ensure that students who have disabilities receive an appropriate public education. We used grounded theory methods to investigate how instructional leadership for special education occurs in elementary schools. Our analysis produced detailed descriptions of the central processes, influencing factors, and resulting strategies used to support teaching and learning for students who have disabilities. The grounded theory portrays principals as the designated leaders of instruction for all students in their schools. Principals negotiated among competing priorities and contextual factors in attempting to provide instructional leadership for special education. The outcome of this negotiation was the dispersal, rather than the distribution, of responsibility among administrators and teachers in ways that weakened instructional leadership for special education and risked its potential benefits.
Descriptors: Special Education, Public Education, Principals, Instructional Leadership, Disabilities, Educational Benefits, Elementary Education
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United States