scholarly journals The Principal Leadership in Developing Inclusive Education for Diverse Students

2021 ◽  
Vol 3 (1) ◽  
pp. 08-24
Author(s):  
Shinta Setia ◽  
Pwee Leng ◽  
Yurillah Endah Mauliate ◽  
Dian Ekowati ◽  
Dwi Ratmawati
Keyword(s):  
Public Schools ◽  
Public School ◽  
Principal Leadership ◽  
Leadership Practices ◽  
Selection Process ◽  
School Principal ◽  
Government Support ◽  
Student Enrollment ◽  
Diverse Students ◽  
Academic Qualification

Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.

Marketing Australian public schools: the double bind of the public school principal

2021 ◽  
pp. 1-14
Author(s):  
Lauren Le Feuvre ◽  
Anna Hogan ◽  
Greg Thompson ◽  
Nicole Mockler
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Principal ◽  
Double Bind ◽  
The Public

scholarly journals Targets, threats and (dis)trust: The managerial troika for public school principals in Chile

2015 ◽  
Vol 23 ◽  
pp. 87 ◽  
Author(s):  
Carmen Montecinos ◽  
Luis Ahumada ◽  
Sergio Galdames ◽  
Fabián Campos ◽  
María Verónica Leiva
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Principals ◽  
School Principal ◽  
Market Model ◽  
Public School Principals ◽  
The Public ◽  
Declining Enrollment ◽  
Governance Models ◽  
Depth Interviews

Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools’ declining enrollment) created by neoliberal educational policies is transformed into an individual problem to be managed by the public school principal. Principals must sign a performance-based contract that specifies sanctions and incentives for meeting enrollment targets. The current paper examines, through data produced by in-depth interviews and shadowing, how 19 principals worked toward that target. Findings show that to manage enrollment principals spent, on average, 24% of their time performing marketing tasks. Principals, thus, have developed an entrepreneurial self, which is promoted by quasi-market school governance models. Through this entrepreneurship they manage various threats that represent barriers to the possibilities for meeting enrollment targets.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Using an Evaluation Hotline to Promote Stakeholder Involvement

2008 ◽  
Vol 29 (1) ◽  
pp. 58-70 ◽  
Author(s):  
Gary J. Skolits ◽  
Judith A. Boser
Keyword(s):  
Public Schools ◽  
Public School ◽  
Stakeholder Involvement ◽  
Community Leaders ◽  
Community Resources ◽  
School Evaluation ◽  
Design And Implementation ◽  
Community Stakeholders ◽  
Design And Application

This article addresses the design and application of a hotline to promote broader community-wide participation in a public school evaluation. Evaluations of community resources such as public schools present evaluators with challenges from the perspective of promoting stakeholder involvement. Although many evaluation stakeholders are readily identifiable, there are potentially many unknown and hard-to-reach community leaders and residents who may want to participate in the evaluation. An evaluation hotline offers a mechanism for potentially identifying and reaching some of these interested community stakeholders and enabling their participation. This article introduces an evaluation hotline design and implementation, along with perceived hotline strengths and weaknesses observed in its use.

scholarly journals The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality

2020 ◽  
Vol 9 (5) ◽  
pp. 96-121
Author(s):  
Maria Karmiris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Disability Studies ◽  
Teaching And Learning ◽  
School Teacher ◽  
Postcolonial Studies ◽  
Independent Learning ◽  
School Practices ◽  
The Gaze ◽  
Teachers And Students

By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’ we direct our energy toward” (Ahmed, 2006, p. 3). I wonder how the policies and practices that I am oriented towards as a public school teacher limit the possibilities of encountering teaching and learning as a mode of reckoning and apprehending “this world of shared inhabitance?” I also wonder how remaining oriented towards independence as the goal of learning simultaneously sustains an adherence to colonial western logics under the current neoliberal ethos. Through Ahmed’s provocation I explore how the gaze of both teachers and students in public schools remains oriented towards independent learning in a manner that sustains conditions of exclusion, marginalization and oppression.

scholarly journals A Comparison of the Academic Achievement of Home School and Public School Students

2017 ◽  
Vol 7 (3) ◽  
pp. 01 ◽  
Author(s):  
Lyn Boulter
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Public School ◽  
Grade Level ◽  
School Effectiveness ◽  
Written Language ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
Significant Difference

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups.  Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities).  The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

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