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dc.contributor.authorWoodcock, Stuart
dc.contributor.authorWoolfson, Lisa Marks
dc.date.accessioned2020-01-24T00:15:11Z
dc.date.available2020-01-24T00:15:11Z
dc.date.issued2019
dc.identifier.issn0883-0355
dc.identifier.doi10.1016/j.ijer.2018.11.004
dc.identifier.urihttp://hdl.handle.net/10072/390833
dc.description.abstractThis study explored teachers’ views of systemic support for inclusion and barriers to its success at school and classroom levels. The research employed a thematic analysis of the insights of 120 Canadian primary and secondary teachers. Findings show that many key issues surrounding the success of inclusion lie not only at the level of the classroom teacher in terms of their attitude and practical application of inclusive strategies in the classroom, but that they also lie in the school climate and culture, and through systemic support from leadership and the Board. Major concerns were around human resource, other teachers’ attitudes, competing demands, leadership and board support, and professional development. Results suggest the need for greater focus on high leverage, maximum impact, systemic support at the leadership level if education systems are to truly make a paradigm shift towards inclusion.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom232
dc.relation.ispartofpageto242
dc.relation.ispartofjournalInternational Journal of Educational Research
dc.relation.ispartofvolume93
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode39
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsInclusion
dc.subject.keywordsSystemic support
dc.subject.keywordsTeacher attitudes
dc.titleAre leaders leading the way with inclusion? Teachers' perceptions of systemic support and barriers towards inclusion
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationWoodcock, S; Woolfson, LM, Are leaders leading the way with inclusion? Teachers' perceptions of systemic support and barriers towards inclusion, International Journal of Educational Research, 2019, 93, pp. 232-242
dc.date.updated2020-01-24T00:12:07Z
gro.hasfulltextNo Full Text
gro.griffith.authorWoodcock, Stuart


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