Bibliographic Details
| Title: |
Liderazgo escolar inclusivo: una revisión de estudios empíricos. |
| Alternate Title: |
Inclusive school leadership: a review of empirical studies. |
| Authors: |
VALDÉS MORALES, RENÉ1,2 rene.valdes@unab.cl |
| Source: |
Zona Próxima. ene-jun2022, Issue 36, p4-27. 24p. |
| Subject Terms: |
*Educational leadership, *School environment, *Best practices, Inclusive leadership, Neighborhoods, Empirical research |
| Abstract (English): |
The objective of this work is to contribute to the understanding of inclusive school leadership, by reviewing empirical studies on good leadership practices for inclusion. 22 empirical articles, from the last decade, were reviewed with special attention to: (1) the concept of inclusive leadership; (2) the main competencies and practices they reported; (3) the changes that occur within the school environment; (4) the barriers and challenges present; and (5) the approaches to inclusion that are at the base of the studies. The main findings show that inclusive leaders are people who defend and are committed to diversity and inclusive values, bond with the neighborhood, and create supportive and collaborative environments among all actors. However, there are different perspectives to understand the focus of inclusive leadership, and different approaches to understand inclusion. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El objetivo de este trabajo es aportar a la comprensión del liderazgo escolar inclusivo revisando estudios empíricos sobre buenas prácticas de liderazgo para la inclusión. Se revisaron 22 artículos empíricos de la última década prestando especial atención a: (1) el concepto de liderazgo inclusivo; (2) las principales competencias y prácticas reportadas; (3) los cambios que se producen en el ámbito escolar; (4) las barreras y los desafíos presentes; y (5) los enfoques de inclusión que están en la base de los estudios. Los principales hallazgos muestran que los líderes inclusivos son personas que defienden y están comprometidas con la diversidad y con los valores inclusivos, se vinculan con el barrio y crean ambientes de apoyo y colaboración entre todos los actores escolares. Sin embargo, existen diferentes perspectivas para entender el foco de un liderazgo inclusivo y distintos enfoques para entender la inclusión. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
