School improvement toward inclusion: How do principals enact leadership of equalizing learning opportunity for all students?

Research output: Contribution to conferencePaper

Abstract

This proposal reports a case study of four principals’ leadership approaches to equality of learning opportunities towards inclusion for all students with different special educational needs (SEN). The study was conducted in the Chinese education system in Hong Kong where more SEN students are placed in ordinary public schools. The key questions are: What are the challenges facing the principals for equality of learning opportunity for SEN students in ordinary public schools? How do the principals enact leadership for equal learning opportunity for SEN students? What effects of the principal leadership on the student learning are regarded as school improvement towards inclusion? The findings unveil the principals’ concerns with the effects of leadership practice for whole-school inclusion on all students. Copyright © 2019 AERA.
Original languageEnglish
Publication statusPublished - Apr 2019

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special educational needs
inclusion
leadership
school
learning
student
equality
education system
Hong Kong

Citation

Szeto, E. S. Y., & Sin, K. F. K. (2019, April). School improvement toward inclusion: How do principals enact leadership of equalizing learning opportunity for all students? Paper presented at the 2019 American Educational Research Association (AERA) Annual Meeting: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence, Metro Toronto Convention Centre, Toronto, Canada.