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VARIATIONS IN EXPERIENCE AND MEANING: LEADERSHIP INVOLVMENT AND IDENTITIES WITH SPECIAL EDUCATION AND DISABILITIES

Yıl 2020, Cilt 6, Sayı 17, 184 - 196, 14.09.2020
https://doi.org/10.18768/ijaedu.789379

Öz

This study focused on various ways retired school principals conceived leadership identity and accounted for involvement in special education with students identified or identifying as disabled. Participants’ narratives regarding what it meant to be involved with special education and/or disability and relationships between conceptions of involvement and identities served as primary data. Conceptions included, but were not limited to, perceived ways participants viewed their attentiveness and commitment to special education. In this study, identity was understood as a professional identity in relationship to one’s social identities and in response to others’ social identities. Employing a phenomenographic approach, findings were grouped into pools of meanings, labeled as categories of description, and presented in an outcome space. Findings evinced participants accounted for involvement with special education and/or disability through professional responses, risk-taking, and working toward socially transforming their schools. They experienced involvement as active presence, critical reflection, advocacy, and resistance. Findings suggested participants’ involvement in special education was influenced by personal experiences with disability and relationships with individuals with disabilities. Participants experienced identity through compassion, learning, spirituality, and dis/abled-ness. Discussion of how leadership preparation programs can recruit and prepare school leaders in special education is provided.

Kaynakça

  • Zaretsky, L. (2005). Parent advocates’ and principals’ perceptions of professional knowledge and identity in special education. Journal of Special Education Leadership, 18(2), 30-40.

Yıl 2020, Cilt 6, Sayı 17, 184 - 196, 14.09.2020
https://doi.org/10.18768/ijaedu.789379

Öz

Kaynakça

  • Zaretsky, L. (2005). Parent advocates’ and principals’ perceptions of professional knowledge and identity in special education. Journal of Special Education Leadership, 18(2), 30-40.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Roderick J. JONES Bu kişi benim
University of Wisconsin—Eau Claire, USA,
United States

Yayımlanma Tarihi 14 Eylül 2020
Başvuru Tarihi 9 Haziran 2020
Kabul Tarihi 25 Ağustos 2020
Yayınlandığı Sayı Yıl 2020, Cilt 6, Sayı 17

Kaynak Göster

EndNote %0 International E-Journal of Advances in Education VARIATIONS IN EXPERIENCE AND MEANING: LEADERSHIP INVOLVMENT AND IDENTITIES WITH SPECIAL EDUCATION AND DISABILITIES %A Roderick J. Jones %T VARIATIONS IN EXPERIENCE AND MEANING: LEADERSHIP INVOLVMENT AND IDENTITIES WITH SPECIAL EDUCATION AND DISABILITIES %D 2020 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 6 %N 17 %R doi: 10.18768/ijaedu.789379 %U 10.18768/ijaedu.789379

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