Liderazgo inclusivo como elemento clave del desarrollo educativo
Palabras clave:
Inclusión, Liderazgo inclusivo, educación
Resumen
Este estudio tuvo como objetivo evaluar los elementos clave que permiten un liderazgo inclusivo para el desarrollo educativo peruano, a través de la experiencia canadiense. Mediante de un enfoque mixto, se utilizó el diseño anidado concurrente de varios niveles, la muestra se conformó por dos grupos: 1029 participantes de 20 instituciones educativas en Perú y Canadá, a quienes se aplicó la escala de liderazgo inclusivo LEI-Q, el segundo grupo estuvo conformado por 10 directores canadienses a quienes se aplicó un focus group. Más del 90% de canadienses evidencian que existe un liderazgo inclusivo en las instituciones, mientras que, en Perú el 79% precisan no haber liderazgo inclusivo. Los directores canadienses hicieron énfasis en tres elementos clave que permiten impulsar el liderazgo inclusivo: aprendizaje crítico reflexivo, fomentar relaciones con la comunidad educativa y promoción del liderazgo inclusivo. Para hacer que la inclusión sea una realidad en las escuelas públicas peruanas se requiere un énfasis continuo en la condición humana y una atención deliberada a los marcos de transformación sociocultural y sistémica.
Citas
Aarons, G. A., Ehrhart, M. G., Torres, E. M., Finn, N. K., y Beidas, R. S. (2017). The humble leader: Association of discrepancies in leader and follower ratings of implementation leadership with organizational climate in mental health. Psychiatric Services, 68(2), 115-122. https://doi.org/ 10.1176/appi.ps.201600062
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experi‐ ences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020. 1729587
Ainscow, M., y Sandill, A. (2010). Developing inclu‐ sive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–146. https://doi.org/ 10.1080/13603110802504903
Alonso-García, S., Aznar-Díaz, I., Caceres-Reche, M. P., Trujillo-Torres, J. M., y Romero-Rodriguez, J. M. (2019). Systematic review of good teaching practices with ICT in spanish higher education. Trends and challenges for sustainability. Sustainability, 11(24), 7150. https://doi.org/10.3390/su11247150
Angelides, P. (2012). Forms of leadership that promote inclusive education in Cypriot schools. Educational Management Administration y Leadership, 40(1), 21-36. https://doi.org/10.1177/1741143211420614
Barak, M.E.M. (2011), Managing Diversity: Toward a Globally Inclusive Workplace, Sage Publications.
Cambron-McCabe, N. (2006), Preparation and development of school leaders: implications for social justice policies. Pearson.
Carmeli, A., Reiter-Palmon, R., y Ziv, E. (2010). Inclusive leadership and employee involvement in creative tasks in the workplace: The mediating role of psychological safety. Creativity Research Journal, 22(3), 250–260. https://doi.org/10.1080/10400419.2010.504654
Castillo-Acobo, R, Vásquez, A, Vera, R. (2022). Mediating role of inclusive leadership in innovative teaching behavior. Eurasian Journal of Educational Research, 100, 19-34. https://ejer.com.tr/manuscript/index.php/journal/article/view/939/162
Castillo-Acobo, R. Y., Cano, Y. D. P. Y. F., Paricahua, A. K. P., Íñiguez-Ayón, Y. P., León, C. R. R., Mohamed, M. M. H., ... & Gonzáles, J. L. A. (2022). The Role of Innovation Adoption and Circular Economy Readiness on the Environmental Sustainability: Moderating Impact of Organizational Support. AgBioForum, 24(2), 226-235.
Castillo-Acobo, R., Quispe, H., Arias-Gonzáles, J., & Amaro, C. (2022). Consideraciones de los docentes sobre las barreras de la educación inclusiva. Revista De Filosofía, 39. https://doi.org/10.5281/zenodo.7315432
Chávez, C. M. R., Miranda, U. I. R., Arias-Gonzáles, J. L., & Acosta, D. B. (2022). Liderazgo responsable como fortaleza de las empresas democráticas. Revista de filosofía, 39(2), 433-443.
Creswell, J. y Creswell, D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. (5th edition). SAGE.
Crisol Moya, E., Molonia, T., y Caurcel Cara, M. J. (2020). Inclusive leadership and education quality: Adaptation and validation of the questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian context. Sustainability, 12(13), 5375. https://doi.org/10.3390/su12135375
Diamond, J. B., and Spillane, J. P, (2016). School leadership and management from a distributed perspective: A 2016 retrospective and prospective. Management in Education, 30(4), 147–154. https://doi.org/10.1177/0892020616665938
DiPaola, M. F. and Walther-Thomas, C. (2003), Principals and Special Education: The Critical Role of School Leaders, Center on Personnel Studies in Special Education, University of Florida.
Domínguez-Jara, A. (2017). Dificultades y desafíos en la educación de niños y adolescentes con discapacidad. CASUS. Revista de Investigación y Casos en Salud, 2(3), 185-189. https://doi.org/10.35626/casus.3.2017.56
Hernández-Sampieri, R. y Mendoza, C. (2018). Metodología de la investigación. Rutas cuantitativa, cualitativa y mixta. (6ta ed). Mc Graw Hill.
Hollander, E. P. (2009). Inclusive leadership: The essential leader–follower relationship. Routledge
Kuknor, S. C., & Bhattacharya, S. (2020). Inclusive leadership: new age leadership to foster organizational inclusion. European Journal of Training and Development, ahead-of-print(ahead-of-print). https://doi.org/10.1108/EJTD-07-2019-0132
Lambrecht, J., Lenkeit, J., Hartmann, A., Ehlert, A., Knigge, M., y Spörer, N. (2020). The effect of school leadership on implementing inclusive education: How transformational and instructional leadership practices affect individualised education planning. International Journal of Inclusive Education, 26(9), 1-15. https://doi.org/10.1080/13603116.2020.1752825
León, M. J., Crisol, E., y Moreno, R. (2018). Las tareas del líder inclusivo en centros educativos de zonas des‐ favorecidas y favorecidas. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(2), 21–40. https://doi.org/10.15366/reice2018.16.2.002
López-López, M. D. C., León Guerrero, M. J., y Crisol-Moya, E. (2021). Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q. Education Sciences, 11(9), 511. https://doi.org/10.3390/educsci11090511
Lord, P. (2020). Access to Inclusive Education for Students with Autism: An Analysis of Canada’s Compliance with the United Nations Convention on the Rights of Persons with Disabilities. Canadian Journal of Disability Studies, 9(5), 328-346. http://dx.doi.org/10.2139/ssrn.3111871
Lumby, J. and Coleman, M, (2016). Leading for Equality: Making Schools Fairer. SAGE Publications
Mamani, W. C., Manrique, G. M. L., Madrid, S. D. P. C., Herrera, E. E., Acosta, D. B., Rivas-Diaz, R. R., ... & Ramos, F. S. S. (2022). The Role of Entrepreneurship and Green Innovation Intention on Sustainable Development: Moderating Impact of Inclusive Leadership. AgBioForum, 24(1).
McLaren, P. (2007). Life in schools: An introduction to critical pedagogy in the foundations of education. (5th ed.). Boston: Pearson/Allyn and Bacon.
McLeskey, J. and Waldron, N. L. (2015). Effective leadership makes schools truly inclusive Phi Delta Kappan, 96(5), 68–73. https://doi.org/10.1177/0031721715569474
Muñoz, J. L. R., Ojeda, F. M., Jurado, D. L. A., Peña, P. F. P., Carranza, C. P. M., Berríos, H. Q., ... & Vasquez-Pauca, M. J. (2022). Systematic Review of Adaptive Learning Technology for Learning in Higher Education. Eurasian Journal of Educational Research, 98(98), 221-233.
Nembhard, I. M., and Edmondson, A. C. (2006). Making it safe:the effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. J. Organ. Behav., 27, 941–966. https://doi.org/10.1002/job.413
Opoku, M. P. (2022). Inclusive School Leadership in Developing Context: What Are the Levers of Change? Journal of Research on Leadership Education. https://doi.org/10.1177/19427751221087731
Organización de las Naciones Unidas (2015). We Can End Poverty: MILLENNIUM Development Goals and Beyond 2015. https://www.un.org/millenniumgoals
Orosco, J., Zapana, D., Huiallpa, J., y Pongo, O. (2022). Technological Social Responsibility in University Professors. Eurasian Journal of Educational Research, 100, 104-118. https://ejer.com.tr/manuscript/index.php/journal/article/view/939/162
Paricahua, E. W. P., Muñoz, S. A. S., Paricahua, A. K. P., Arias-Gonzáles, J. L., Mamani, W. C., Guzman, C. J. A., ... & Carranza, C. P. M. (2022). Research Competencies: A Comparative Study in Public and Private Universities. Eurasian Journal of Educational Research, 99(99), 297-312.
Porter, G. L., y Stone, J. (1998). An inclusive school model: A frame-work and key strategies for success. In J. W. Putnam (Ed), 2nd Edition. MA: Paul Brookes Publishing Company Ltd.
Puma, E. G. M. (2022). How universities have responded to E-learning as a result of Covid-19 challenges. Periodicals of Engineering and Natural Sciences (PEN), 10(3), 40-47.
Ramos, W. R. M., Herrera, E. E., Manrique, G. M. L., Acevedo, J. E. R., Acosta, D. B., Palacios-Jimenez, A. S., ... & Gonzáles, J. L. A. (2022). Responsible leadership: a comparative study between Peruvian national and private universities. Eurasian Journal of Educational Research, 99(99). https://ejer.com.tr/responsible-leadership-a-comparative-study-between-peruvian-national-and-private-universities/
Riehl, C. J. (2009). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Journal of education, 189(1-2), 183-197. https://doi.org/10.3102/00346543070001055
Rix, J., Hall, K., Nind, M., Sheehy, K., y Wearmouth, J. (2009). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review. Support for learning, 24(2), 86-94. https://doi.org/10.1111/j.1467-9604.2009.01404.x
Ryan, J. (2007). Inclusive leadership: a review. J. Educ. Admin. Found., 18, 92–125. http://fcis.oise.utoronto.ca/~jryan/pub_files/incleadership.pdf
Ryan, J. (2012). Struggling for Inclusion: Leadership in Neoliberal Times. Greenwich, CT: Information Age Publishing
Ryan, J. (2013). Promoting Inclusive Leadership in Diverse Schools. In Bogotch and C. Shields (Eds.), Handbook of Educational Leadership and Social (In)Justice. Dordrecht, NL: Springer.
Ryan, J., y Rottmann C. (2007). Educational leadership and policy approaches to critical social justice. Journal of Educational Administration and Foundations, 18(2), 9–23. https://www.oise.utoronto.ca/cld/UserFiles/File/Educational%20Leadership%20and%20Policy%20Approaches%20to%20Critical%20Social%20Justice.pdf
Schechter, C., y Feldman, N. (2019). The Principal’s Role in Professional Learning Community in a Special Education School Serving Pupils With Autism. Journal of Special Education Leadership, 32(1). https://eric.ed.gov/?id=EJ1274928
Shore, L. M., Randel, A. E., Chung, B. G., Dean, M. A., Holcombe Ehrhart, K., y Singh, G. (2011). Inclusion and diversity in work groups: A review and model for future research. Journal of management, 37(4), 1262-1289. https://doi.org/10.1177/0149206310385943
Simpson, R. L. (2004). Inclusion of students with behavior disorders in general education settings: Research and measurement issues. Behavioral Disorders, 30(1), 19-31. https://doi.org/10.1177/019874290403000104
Skoglund, P. and Stäcker, H. (2016). How Can Education Systems Support All Learners? Tipping-Point Leadership Focused on Cultural Change and Inclusive Capability, in A. Watkins and C. Meijer (eds.), Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education, Volume 8). Bingley: Emerald Group Publishing Limited
Skrla, L.., Scheurich, J., Garcia, J., y Nolly, G. (2004). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40(1), 133-161. https://doi.org/10.1177/0013161X03259148
Smith, M. J. (2020). Sustainable Development Goals: Genuine global change requires genuine measures of efficacy. Journal of maps, 16(1), i-iii. https://doi.org/10.1080/17445647.2020.1749386
Stadnick, N. A., Meza, R. D., Suhrheinrich, J., Aarons, G. A., Brookman-Frazee, L., Lyon, A. R., ... y Locke, J. (2019). Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools. Autism, 23(8), 1957-1968. https://doi.org/10.1177/1362361319834398
Taylor, L. D. and Brownell, E. (2017). Building Inclusive Leaders: A Critical Framework for Leadership Education, Breaking the Zero-Sum Game (Building Leadership Bridges), Emerald Publishing Limited, Bingley, pp. 323-340. https://doi.org/10.1108/978-1-78743-185-020171033
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational administration quarterly, 43(2), 221-258. https://doi.org/10.1177/0013161X06293717
Theoharis, G., y Causton-Theoharis, J. N. (2008). Oppressors or emancipators: Critical dispositions for preparing inclusive school leaders. Equity y Excellence in Education, 41(2), 230-246. https://doi.org/10.1080/10665680801973714
Valdés, R. (2020). Prácticas de liderazgo en escuelas con alta y baja cultura escolar inclusiva Revista Latinoamericana de Educación Inclusiva, 14(2), 213–227. http://dx.doi.org/10.4067/s0718-73782020000200213
Wasserman, I. C., Gallegos, P. V., y Ferdman, B. M. (2008). Dancing with resistance: Leadership challenges in fostering a culture of inclusion. In K. M. Thomas (Ed.), Diversity resistance in organizations (pp. 175–200). Taylor y Francis Group/Lawrence Erlbaum Associates.
Whitley, J., y Hollweck, T. (2020). Inclusion and equity in education: Current policy reform in Nova Scotia, Canada. Prospects, 49(3), 297-312. https://doi.org/10.1007/s11125-020-09503-z
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experi‐ ences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020. 1729587
Ainscow, M., y Sandill, A. (2010). Developing inclu‐ sive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–146. https://doi.org/ 10.1080/13603110802504903
Alonso-García, S., Aznar-Díaz, I., Caceres-Reche, M. P., Trujillo-Torres, J. M., y Romero-Rodriguez, J. M. (2019). Systematic review of good teaching practices with ICT in spanish higher education. Trends and challenges for sustainability. Sustainability, 11(24), 7150. https://doi.org/10.3390/su11247150
Angelides, P. (2012). Forms of leadership that promote inclusive education in Cypriot schools. Educational Management Administration y Leadership, 40(1), 21-36. https://doi.org/10.1177/1741143211420614
Barak, M.E.M. (2011), Managing Diversity: Toward a Globally Inclusive Workplace, Sage Publications.
Cambron-McCabe, N. (2006), Preparation and development of school leaders: implications for social justice policies. Pearson.
Carmeli, A., Reiter-Palmon, R., y Ziv, E. (2010). Inclusive leadership and employee involvement in creative tasks in the workplace: The mediating role of psychological safety. Creativity Research Journal, 22(3), 250–260. https://doi.org/10.1080/10400419.2010.504654
Castillo-Acobo, R, Vásquez, A, Vera, R. (2022). Mediating role of inclusive leadership in innovative teaching behavior. Eurasian Journal of Educational Research, 100, 19-34. https://ejer.com.tr/manuscript/index.php/journal/article/view/939/162
Castillo-Acobo, R. Y., Cano, Y. D. P. Y. F., Paricahua, A. K. P., Íñiguez-Ayón, Y. P., León, C. R. R., Mohamed, M. M. H., ... & Gonzáles, J. L. A. (2022). The Role of Innovation Adoption and Circular Economy Readiness on the Environmental Sustainability: Moderating Impact of Organizational Support. AgBioForum, 24(2), 226-235.
Castillo-Acobo, R., Quispe, H., Arias-Gonzáles, J., & Amaro, C. (2022). Consideraciones de los docentes sobre las barreras de la educación inclusiva. Revista De Filosofía, 39. https://doi.org/10.5281/zenodo.7315432
Chávez, C. M. R., Miranda, U. I. R., Arias-Gonzáles, J. L., & Acosta, D. B. (2022). Liderazgo responsable como fortaleza de las empresas democráticas. Revista de filosofía, 39(2), 433-443.
Creswell, J. y Creswell, D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. (5th edition). SAGE.
Crisol Moya, E., Molonia, T., y Caurcel Cara, M. J. (2020). Inclusive leadership and education quality: Adaptation and validation of the questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian context. Sustainability, 12(13), 5375. https://doi.org/10.3390/su12135375
Diamond, J. B., and Spillane, J. P, (2016). School leadership and management from a distributed perspective: A 2016 retrospective and prospective. Management in Education, 30(4), 147–154. https://doi.org/10.1177/0892020616665938
DiPaola, M. F. and Walther-Thomas, C. (2003), Principals and Special Education: The Critical Role of School Leaders, Center on Personnel Studies in Special Education, University of Florida.
Domínguez-Jara, A. (2017). Dificultades y desafíos en la educación de niños y adolescentes con discapacidad. CASUS. Revista de Investigación y Casos en Salud, 2(3), 185-189. https://doi.org/10.35626/casus.3.2017.56
Hernández-Sampieri, R. y Mendoza, C. (2018). Metodología de la investigación. Rutas cuantitativa, cualitativa y mixta. (6ta ed). Mc Graw Hill.
Hollander, E. P. (2009). Inclusive leadership: The essential leader–follower relationship. Routledge
Kuknor, S. C., & Bhattacharya, S. (2020). Inclusive leadership: new age leadership to foster organizational inclusion. European Journal of Training and Development, ahead-of-print(ahead-of-print). https://doi.org/10.1108/EJTD-07-2019-0132
Lambrecht, J., Lenkeit, J., Hartmann, A., Ehlert, A., Knigge, M., y Spörer, N. (2020). The effect of school leadership on implementing inclusive education: How transformational and instructional leadership practices affect individualised education planning. International Journal of Inclusive Education, 26(9), 1-15. https://doi.org/10.1080/13603116.2020.1752825
León, M. J., Crisol, E., y Moreno, R. (2018). Las tareas del líder inclusivo en centros educativos de zonas des‐ favorecidas y favorecidas. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(2), 21–40. https://doi.org/10.15366/reice2018.16.2.002
López-López, M. D. C., León Guerrero, M. J., y Crisol-Moya, E. (2021). Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q. Education Sciences, 11(9), 511. https://doi.org/10.3390/educsci11090511
Lord, P. (2020). Access to Inclusive Education for Students with Autism: An Analysis of Canada’s Compliance with the United Nations Convention on the Rights of Persons with Disabilities. Canadian Journal of Disability Studies, 9(5), 328-346. http://dx.doi.org/10.2139/ssrn.3111871
Lumby, J. and Coleman, M, (2016). Leading for Equality: Making Schools Fairer. SAGE Publications
Mamani, W. C., Manrique, G. M. L., Madrid, S. D. P. C., Herrera, E. E., Acosta, D. B., Rivas-Diaz, R. R., ... & Ramos, F. S. S. (2022). The Role of Entrepreneurship and Green Innovation Intention on Sustainable Development: Moderating Impact of Inclusive Leadership. AgBioForum, 24(1).
McLaren, P. (2007). Life in schools: An introduction to critical pedagogy in the foundations of education. (5th ed.). Boston: Pearson/Allyn and Bacon.
McLeskey, J. and Waldron, N. L. (2015). Effective leadership makes schools truly inclusive Phi Delta Kappan, 96(5), 68–73. https://doi.org/10.1177/0031721715569474
Muñoz, J. L. R., Ojeda, F. M., Jurado, D. L. A., Peña, P. F. P., Carranza, C. P. M., Berríos, H. Q., ... & Vasquez-Pauca, M. J. (2022). Systematic Review of Adaptive Learning Technology for Learning in Higher Education. Eurasian Journal of Educational Research, 98(98), 221-233.
Nembhard, I. M., and Edmondson, A. C. (2006). Making it safe:the effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. J. Organ. Behav., 27, 941–966. https://doi.org/10.1002/job.413
Opoku, M. P. (2022). Inclusive School Leadership in Developing Context: What Are the Levers of Change? Journal of Research on Leadership Education. https://doi.org/10.1177/19427751221087731
Organización de las Naciones Unidas (2015). We Can End Poverty: MILLENNIUM Development Goals and Beyond 2015. https://www.un.org/millenniumgoals
Orosco, J., Zapana, D., Huiallpa, J., y Pongo, O. (2022). Technological Social Responsibility in University Professors. Eurasian Journal of Educational Research, 100, 104-118. https://ejer.com.tr/manuscript/index.php/journal/article/view/939/162
Paricahua, E. W. P., Muñoz, S. A. S., Paricahua, A. K. P., Arias-Gonzáles, J. L., Mamani, W. C., Guzman, C. J. A., ... & Carranza, C. P. M. (2022). Research Competencies: A Comparative Study in Public and Private Universities. Eurasian Journal of Educational Research, 99(99), 297-312.
Porter, G. L., y Stone, J. (1998). An inclusive school model: A frame-work and key strategies for success. In J. W. Putnam (Ed), 2nd Edition. MA: Paul Brookes Publishing Company Ltd.
Puma, E. G. M. (2022). How universities have responded to E-learning as a result of Covid-19 challenges. Periodicals of Engineering and Natural Sciences (PEN), 10(3), 40-47.
Ramos, W. R. M., Herrera, E. E., Manrique, G. M. L., Acevedo, J. E. R., Acosta, D. B., Palacios-Jimenez, A. S., ... & Gonzáles, J. L. A. (2022). Responsible leadership: a comparative study between Peruvian national and private universities. Eurasian Journal of Educational Research, 99(99). https://ejer.com.tr/responsible-leadership-a-comparative-study-between-peruvian-national-and-private-universities/
Riehl, C. J. (2009). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Journal of education, 189(1-2), 183-197. https://doi.org/10.3102/00346543070001055
Rix, J., Hall, K., Nind, M., Sheehy, K., y Wearmouth, J. (2009). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review. Support for learning, 24(2), 86-94. https://doi.org/10.1111/j.1467-9604.2009.01404.x
Ryan, J. (2007). Inclusive leadership: a review. J. Educ. Admin. Found., 18, 92–125. http://fcis.oise.utoronto.ca/~jryan/pub_files/incleadership.pdf
Ryan, J. (2012). Struggling for Inclusion: Leadership in Neoliberal Times. Greenwich, CT: Information Age Publishing
Ryan, J. (2013). Promoting Inclusive Leadership in Diverse Schools. In Bogotch and C. Shields (Eds.), Handbook of Educational Leadership and Social (In)Justice. Dordrecht, NL: Springer.
Ryan, J., y Rottmann C. (2007). Educational leadership and policy approaches to critical social justice. Journal of Educational Administration and Foundations, 18(2), 9–23. https://www.oise.utoronto.ca/cld/UserFiles/File/Educational%20Leadership%20and%20Policy%20Approaches%20to%20Critical%20Social%20Justice.pdf
Schechter, C., y Feldman, N. (2019). The Principal’s Role in Professional Learning Community in a Special Education School Serving Pupils With Autism. Journal of Special Education Leadership, 32(1). https://eric.ed.gov/?id=EJ1274928
Shore, L. M., Randel, A. E., Chung, B. G., Dean, M. A., Holcombe Ehrhart, K., y Singh, G. (2011). Inclusion and diversity in work groups: A review and model for future research. Journal of management, 37(4), 1262-1289. https://doi.org/10.1177/0149206310385943
Simpson, R. L. (2004). Inclusion of students with behavior disorders in general education settings: Research and measurement issues. Behavioral Disorders, 30(1), 19-31. https://doi.org/10.1177/019874290403000104
Skoglund, P. and Stäcker, H. (2016). How Can Education Systems Support All Learners? Tipping-Point Leadership Focused on Cultural Change and Inclusive Capability, in A. Watkins and C. Meijer (eds.), Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education, Volume 8). Bingley: Emerald Group Publishing Limited
Skrla, L.., Scheurich, J., Garcia, J., y Nolly, G. (2004). Equity audits: A practical leadership tool for developing equitable and excellent schools. Educational Administration Quarterly, 40(1), 133-161. https://doi.org/10.1177/0013161X03259148
Smith, M. J. (2020). Sustainable Development Goals: Genuine global change requires genuine measures of efficacy. Journal of maps, 16(1), i-iii. https://doi.org/10.1080/17445647.2020.1749386
Stadnick, N. A., Meza, R. D., Suhrheinrich, J., Aarons, G. A., Brookman-Frazee, L., Lyon, A. R., ... y Locke, J. (2019). Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools. Autism, 23(8), 1957-1968. https://doi.org/10.1177/1362361319834398
Taylor, L. D. and Brownell, E. (2017). Building Inclusive Leaders: A Critical Framework for Leadership Education, Breaking the Zero-Sum Game (Building Leadership Bridges), Emerald Publishing Limited, Bingley, pp. 323-340. https://doi.org/10.1108/978-1-78743-185-020171033
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational administration quarterly, 43(2), 221-258. https://doi.org/10.1177/0013161X06293717
Theoharis, G., y Causton-Theoharis, J. N. (2008). Oppressors or emancipators: Critical dispositions for preparing inclusive school leaders. Equity y Excellence in Education, 41(2), 230-246. https://doi.org/10.1080/10665680801973714
Valdés, R. (2020). Prácticas de liderazgo en escuelas con alta y baja cultura escolar inclusiva Revista Latinoamericana de Educación Inclusiva, 14(2), 213–227. http://dx.doi.org/10.4067/s0718-73782020000200213
Wasserman, I. C., Gallegos, P. V., y Ferdman, B. M. (2008). Dancing with resistance: Leadership challenges in fostering a culture of inclusion. In K. M. Thomas (Ed.), Diversity resistance in organizations (pp. 175–200). Taylor y Francis Group/Lawrence Erlbaum Associates.
Whitley, J., y Hollweck, T. (2020). Inclusion and equity in education: Current policy reform in Nova Scotia, Canada. Prospects, 49(3), 297-312. https://doi.org/10.1007/s11125-020-09503-z
Publicado
2023-08-05
Cómo citar
Rojas León, C. R., Pongo Aguila, O. E., Huaman Ccanto, F., & Orosco Gavilán, J. C. (2023). Liderazgo inclusivo como elemento clave del desarrollo educativo. Revista Venezolana De Gerencia, 28(9), 114-129. https://doi.org/10.52080/rvgluz.28.e9.8
Sección
Artículos
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.
.png)
