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Spirituality as Core: Leadership within an Inclusive Elementary School.

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Title: Spirituality as Core: Leadership within an Inclusive Elementary School.
Language: English
Authors: Keyes, Maureen W., Hanley-Maxwell, Cheryl, Capper, Colleen A.
Peer Reviewed: N
Page Count: 49
Publication Date: 1998
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Administrator Effectiveness, Educational Environment, Elementary Secondary Education, Inclusive Schools, Instructional Leadership, Principals, Special Education, Special Needs Students, Spirituality
Abstract: Administrative leadership is considered a critical component for the successful implementation of inclusive schooling practices whereby students with disabilities are educated with students without special education labels. This ethnographic study of one principal was conducted over a 15 month period in a mid-sized Midwestern city. The results of the study yielded a framework to advance empowering administrative leadership within inclusive elementary schools. The major findings presented were: a supportive environment for critique that provides teachers greater autonomy, encourages risk-taking, and communicates trust that they can succeed with students of varying abilities; a facilitative community that stimulates critique by the principal and teachers in asking questions and considering alternative frameworks for inclusive practices; a community that actualizes a more just, democratic environment coalesces the staff and principal in multiple ways; and empowering principal behaviors are undergirded by a spirituality grounded in six beliefs: the value of personal struggle; the dignity of all people; blending the personal and professional; believing people are doing their best; listening; and dreams. (Author)
Entry Date: 1999
Accession Number: ED425517
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED425517
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  Data: Spirituality as Core: Leadership within an Inclusive Elementary School.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Keyes%2C+Maureen+W%2E%22">Keyes, Maureen W.</searchLink><br /><searchLink fieldCode="AR" term="%22Hanley-Maxwell%2C+Cheryl%22">Hanley-Maxwell, Cheryl</searchLink><br /><searchLink fieldCode="AR" term="%22Capper%2C+Colleen+A%2E%22">Capper, Colleen A.</searchLink>
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 49
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1998
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Administrator+Effectiveness%22">Administrator Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusive+Schools%22">Inclusive Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Spirituality%22">Spirituality</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Administrative leadership is considered a critical component for the successful implementation of inclusive schooling practices whereby students with disabilities are educated with students without special education labels. This ethnographic study of one principal was conducted over a 15 month period in a mid-sized Midwestern city. The results of the study yielded a framework to advance empowering administrative leadership within inclusive elementary schools. The major findings presented were: a supportive environment for critique that provides teachers greater autonomy, encourages risk-taking, and communicates trust that they can succeed with students of varying abilities; a facilitative community that stimulates critique by the principal and teachers in asking questions and considering alternative frameworks for inclusive practices; a community that actualizes a more just, democratic environment coalesces the staff and principal in multiple ways; and empowering principal behaviors are undergirded by a spirituality grounded in six beliefs: the value of personal struggle; the dignity of all people; blending the personal and professional; believing people are doing their best; listening; and dreams. (Author)
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  Data: 1999
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  Data: ED425517
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 49
    Subjects:
      – SubjectFull: Administrator Effectiveness
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Inclusive Schools
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Spirituality
        Type: general
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      – TitleFull: Spirituality as Core: Leadership within an Inclusive Elementary School.
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            NameFull: Hanley-Maxwell, Cheryl
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            NameFull: Capper, Colleen A.
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              M: 04
              Type: published
              Y: 1998
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