Institutional self-assessment and headship in inclusive schools
<p>Educational inclusion is a must for school effectiveness, which is directly related to the quality of the teaching staff and headmasters. The institutional self-assessment appears as a core process to lead struggling schools towards comprehensive goals of socio-educative inclusion. We prese...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Ediciones Universidad de Salamanca
2014-12-01
|
| Series: | Teoría de la Educación: Revista Interuniversitaria |
| Subjects: | |
| Online Access: | https://revistas.usal.es/index.php/1130-3743/article/view/12369 |
| _version_ | 1828461904902750208 |
|---|---|
| author | Pilar IRANZO GARCÍA Juana María TIERNO GARCÍA Rosario BARRIOS ARÓS |
| author_facet | Pilar IRANZO GARCÍA Juana María TIERNO GARCÍA Rosario BARRIOS ARÓS |
| author_sort | Pilar IRANZO GARCÍA |
| collection | DOAJ |
| description | <p>Educational inclusion is a must for school effectiveness, which is directly related to the quality of the teaching staff and headmasters. The institutional self-assessment appears as a core process to lead struggling schools towards comprehensive goals of socio-educative inclusion. We present a collegial self-assessment process that was carried out between the university and the management teams in primary schools from areas with socio-educational issues. We aim to characterize and improve the leadership skills in those contexts. The methodology (action-research) makes it possible to approach the conditions faced by the management team from a participatory and self-managed perspective. The collegial self-assessment, a process weakly controlled by head teachers, allows the management teams to focus on other complex functions: the internal coordination of their schools, the family-school relationships and the collaborative networks between schools and community. This enables them to deepen into a distributed, pedagogical and contextualized leadership.</p> |
| first_indexed | 2024-12-11T02:26:39Z |
| format | Article |
| id | doaj.art-633df45ce10a47a29341ed47d178889c |
| institution | Directory Open Access Journal |
| issn | 1130-3743 2386-5660 |
| language | English |
| last_indexed | 2024-12-11T02:26:39Z |
| publishDate | 2014-12-01 |
| publisher | Ediciones Universidad de Salamanca |
| record_format | Article |
| series | Teoría de la Educación: Revista Interuniversitaria |
| spelling | doaj.art-633df45ce10a47a29341ed47d178889c2022-12-22T01:23:55ZengEdiciones Universidad de SalamancaTeoría de la Educación: Revista Interuniversitaria1130-37432386-56602014-12-01262(jul-dic)22925710.14201/teri.1236911559Institutional self-assessment and headship in inclusive schoolsPilar IRANZO GARCÍA0Juana María TIERNO GARCÍA1Rosario BARRIOS ARÓS2Universidad Rovira i VirgiliUniversidad Rovira i VirgiliUniversidad Rovira i Virgili<p>Educational inclusion is a must for school effectiveness, which is directly related to the quality of the teaching staff and headmasters. The institutional self-assessment appears as a core process to lead struggling schools towards comprehensive goals of socio-educative inclusion. We present a collegial self-assessment process that was carried out between the university and the management teams in primary schools from areas with socio-educational issues. We aim to characterize and improve the leadership skills in those contexts. The methodology (action-research) makes it possible to approach the conditions faced by the management team from a participatory and self-managed perspective. The collegial self-assessment, a process weakly controlled by head teachers, allows the management teams to focus on other complex functions: the internal coordination of their schools, the family-school relationships and the collaborative networks between schools and community. This enables them to deepen into a distributed, pedagogical and contextualized leadership.</p>https://revistas.usal.es/index.php/1130-3743/article/view/12369dirección escolarautoevaluación institucionaltrabajo colaborativo entre escuelasentornos desfavorecidosinclusión socioeducativainvestigaciónacción |
| spellingShingle | Pilar IRANZO GARCÍA Juana María TIERNO GARCÍA Rosario BARRIOS ARÓS Institutional self-assessment and headship in inclusive schools Teoría de la Educación: Revista Interuniversitaria dirección escolar autoevaluación institucional trabajo colaborativo entre escuelas entornos desfavorecidos inclusión socioeducativa investigaciónacción |
| title | Institutional self-assessment and headship in inclusive schools |
| title_full | Institutional self-assessment and headship in inclusive schools |
| title_fullStr | Institutional self-assessment and headship in inclusive schools |
| title_full_unstemmed | Institutional self-assessment and headship in inclusive schools |
| title_short | Institutional self-assessment and headship in inclusive schools |
| title_sort | institutional self assessment and headship in inclusive schools |
| topic | dirección escolar autoevaluación institucional trabajo colaborativo entre escuelas entornos desfavorecidos inclusión socioeducativa investigaciónacción |
| url | https://revistas.usal.es/index.php/1130-3743/article/view/12369 |
| work_keys_str_mv | AT pilariranzogarcia institutionalselfassessmentandheadshipininclusiveschools AT juanamariatiernogarcia institutionalselfassessmentandheadshipininclusiveschools AT rosariobarriosaros institutionalselfassessmentandheadshipininclusiveschools |