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Leadership Practices in Inclusive Education: Exploring an Elementary Principal's Influence on Academic Outcomes for Students with Disabilities
Leadership Practices in Inclusive Education: Exploring an Elementary Principal's Influence on Academic Outcomes for Students with Disabilities
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091518.5
- ISBN
- 9798270229726
- DDC
- 371.26
- 서명/저자
- Leadership Practices in Inclusive Education: Exploring an Elementary Principals Influence on Academic Outcomes for Students with Disabilities / Eva Elizabeth Casas
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (171 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: DeMatthews, David Committee members: Reyes, Pedro; Reyna, Sylvia R.; Elizalde, Stephanie.
- 학위논문주기
- - D.Ed. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약The purpose of the study was to describe how an elementary school principal effectively leads and ensures the high-quality education of students with disabilities. This study aimed to identify the key leadership practices that contribute to the academic success of students with disabilities in an inclusive elementary school. This study answered the following research questions: (a) How do a principal's leadership practices influence the academic outcomes of students with disabilities? (b) What specific leadership strategies does an effective principal use to promote equity, inclusion, and academic achievement for students with disabilities? (c) What challenges and contextual factors influence implementing effective inclusive leadership practices benefiting students with disabilities? The research design was a qualitative case study for providing an in-depth exploration of the leadership practices of one school principal within inclusive educational settings, allowing for a nuanced understanding of how principals influence the academic outcomes of students with disabilities. The theoretical basis for this study integrates ecological systems theory and the inclusive principal leadership framework. Data were collected through multiple semistructured interviews with the principal and one-on-one interviews with 12 teachers, including two special educators. Documents included the case study school's mission statements, professional development records, teacher collaboration structures, and student performance data. The multiple data sources assured triangulation and trustworthiness i the findings. Findings described how an elementary school principal's leadership practices influence the academic outcomes of students with disabilities in an inclusive educational setting. The findings included three key themes about a sustainable culture of inclusion and student success at an elementary school: (1) high expectations for all students with accountability, (2) instructional leadership through data-driven decision-making, and (3) professional development and strategic support for teachers. The findings illustrate how principals play a central role in fostering an inclusive school culture, ensuring that students with disabilities receive equitable access to rigorous instruction, targeted interventions, and a well-supported teaching staff.
- 언어주기
- English
- 일반주제명
- Educational leadership
- 일반주제명
- Special education
- 일반주제명
- Disability studies
- 기타저자
- The University of Texas at Austin Educational Leadership and Policy
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091518.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270229726
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a371.26
■1001 ▼aCasas, Eva Elizabeth▼eauthor.
■24510▼aLeadership Practices in Inclusive Education: Exploring an Elementary Principal's Influence on Academic Outcomes for Students with Disabilities ▼cEva Elizabeth Casas
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (171 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: DeMatthews, David Committee members: Reyes, Pedro; Reyna, Sylvia R.; Elizalde, Stephanie.
■5021 ▼bD.Ed.▼cThe University of Texas at Austin▼d2025.
■520 ▼aThe purpose of the study was to describe how an elementary school principal effectively leads and ensures the high-quality education of students with disabilities. This study aimed to identify the key leadership practices that contribute to the academic success of students with disabilities in an inclusive elementary school. This study answered the following research questions: (a) How do a principal's leadership practices influence the academic outcomes of students with disabilities? (b) What specific leadership strategies does an effective principal use to promote equity, inclusion, and academic achievement for students with disabilities? (c) What challenges and contextual factors influence implementing effective inclusive leadership practices benefiting students with disabilities? The research design was a qualitative case study for providing an in-depth exploration of the leadership practices of one school principal within inclusive educational settings, allowing for a nuanced understanding of how principals influence the academic outcomes of students with disabilities. The theoretical basis for this study integrates ecological systems theory and the inclusive principal leadership framework. Data were collected through multiple semistructured interviews with the principal and one-on-one interviews with 12 teachers, including two special educators. Documents included the case study school's mission statements, professional development records, teacher collaboration structures, and student performance data. The multiple data sources assured triangulation and trustworthiness i the findings. Findings described how an elementary school principal's leadership practices influence the academic outcomes of students with disabilities in an inclusive educational setting. The findings included three key themes about a sustainable culture of inclusion and student success at an elementary school: (1) high expectations for all students with accountability, (2) instructional leadership through data-driven decision-making, and (3) professional development and strategic support for teachers. The findings illustrate how principals play a central role in fostering an inclusive school culture, ensuring that students with disabilities receive equitable access to rigorous instruction, targeted interventions, and a well-supported teaching staff.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aEducational leadership
■650 4▼aSpecial education
■650 4▼aDisability studies
■653 ▼aInclusive education
■653 ▼aElementary school principals
■653 ▼aLeadership strategies
■653 ▼aProfessional development
■653 ▼aAcademic outcomes
■7102 ▼aThe University of Texas at Austin▼bEducational Leadership and Policy.▼edegree granting institution.
■7201 ▼aDeMatthews, David▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361156▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
