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This review addresses the current knowledge on inclusive education suggesting that many studies focus on predetermined groups of disadvantaged learners . This review aims 1) to map the research on inclusive education for all (IEFA) and 2) to assess the consistency of studies in their approach to inclusive education (IE), research methodology and research results/discussions regarding the concept of IEFA. The analysis of 26 studies (out of 2,780 original datasets) revealed two main results: First, they represent three overarching themes of inclusion – values, practices and school development. They illustrate that beliefs about inclusive education and beliefs about practices are not always aligned. Second, the review highlights the challenges researchers face in describing a student population that includes representatives with diverse needs. While some researchers aim to describe students in detail, they often end up focusing only on those with common characteristics, usually disability. Consequently, the sample sections do not reflect the actual diversity of students addressed by IEFA. Only 46% of the studies are consistent in their approach, meaning, they conceptualise the broader concept of inclusion in theoretical approach, focus on it in methodology and interpret it in the results/discussions. [ABSTRACT FROM AUTHOR]

In 2018, a new strategy for competence development in schools (Dekom) was launched in Norway. An important intention of this strategy was for teachers and leaders, together with university employees, to develop knowledge about teaching and learning within local school contexts. In Storbynettverket, a model was developed to uphold the intention behind the strategy, called the resource group model. The aim of this study is to evaluate the resource group model and identify the factors that appear to be important for success in a large-scale school development project. The empirical basis for the study consists of data from surveys and focus group interviews with stakeholders from schools and universities. Participants were asked about their experiences after the first round of Dekom in Storbynettverket. Findings indicate that the resource group model has a flexibility that allows many schools to participate simultaneously while addressing perceived local needs. At the same time, stable leadership, empowerment of the resource groups, and genuine co-creation processes between higher education and schools seem to be important factors for success in a large-scale school development model. [ABSTRACT FROM AUTHOR]

Developing a school as a learning community is a complex process necessitating active engagement from the entire school community. This paper reports on a study from Finland that focused on exploring learning community development grounded in a shared vision. We sought to investigate the development of a school community with a separate primary and lower secondary school as it progressed towards becoming a unified comprehensive school. The research involved close school-university collaboration to support the community's transformative journey. Our particular interest in this paper is the relationship between the shared vision and learning community development. At the conclusion of the development project, seven semi-structured interviews were conducted with members of the school management team. Thematic analysis of the interview data was undertaken to identify their perceptions of how the shared vision was linked to learning community development. The in-depth analysis revealed five major themes: (1) communication of the shared vision and transparency; (2) present and absent themes in the shared vision; (3) tradition and innovation; (4) the long-term nature of school development; and (5) the role of the vision in everyday school life. The analysis drew attention to how a school's past and present influence a shared vision and school development. This study provides insights into how the preconditions of a school community contribute to the implementation of a shared vision as a catalyst for change. Recognising the distinct needs and starting points of schools is crucial, emphasising the importance of understanding the pre-existing context in school development. [ABSTRACT FROM AUTHOR]

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This article elaborates on the multiple approaches to develop and support school leadership. In a 5-year quasi-experimental longitudinal mixed-methods study based on a sample of 122 schools in three regions in a German state, 75 school leaders and their teams participated in a 3-year program using multiple approaches; the rest served as the control group. The multiple approaches covered the school leaders' (a) professional development, comprising (i) a professional development program, (ii) individual coaching series, and (b) support for them, including (iii) school consultancy and (iv) additional financial resources. The quality of the interventions (regarding both the process and didactic qualities, as well as outcome qualities) and how the quality of both the school leadership and the schools changes over time as a consequence of these interventions are analyzed. The study's results show a highly positive assessment of the quality and advantages of the multiple approaches and their benefits for the quality of school leadership and further aspects of the school. The regression analyses demonstrate that positively perceived outcome qualities of the interventions are associated with improvements in numerous dimensions of school quality. [ABSTRACT FROM AUTHOR]

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School leadership and school development are tightly connected and significant to improve students' learning. The latter requires leaders with knowledge about leading change and school development, and in such, coaching can contribute to enhance leadership capacity. This study focuses on school leadership groups taking part in an action research project in a Norwegian municipality where local coaching teams are established to support leadership groups in leading school development. The study aims to demonstrate and discuss how school leaders approach changing school practices and the obstacles and driving forces they encounter on their way. The findings indicate that before the leadership groups can enact changing practices in the classrooms, they must establish the necessary structures within the leadership group and between leaders and teachers. Establishing structures involves several action cycles of planning, acting, observing, and reflecting, the entire process supported by the coaching teams. This study also illustrates how action research and expansive learning can be complementary tools in identifying how school development progress. [ABSTRACT FROM AUTHOR]

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Fridays for Future (FfF) school strikes represent a protest movement advocating for a sustainable future while simultaneously challengingthe current institutional framework of schools. The characterization of FfF as school strike needs a response from teachers and school leaders, an aspect that has received limited scholarly attention. The movement is adcompelling both teachers and school leaders to adopt a stance on the widestrike and to take a position on controversial issues. But there is a lack of perprofessionalization among educators regarding their approach to addressing controversies in the context of climate policies. At the same engagtime, teachers and school leaders must directly respond to the absence of students. This article aims to explore the manner in which controversial topics can be addressed in schools, with a particular focus on the example of FfF. We outline challenges that teachers and school leaders face in relation to FfF and present theoretical and empirical insights into differhow to deal with controversial issues. Moreover, we present initial findings pertainingto the students' perceptions of the teachers' and educaschool leaders' responses to FfR. [ABSTRACT FROM AUTHOR]

This qualitative study aims to analyse the personal qualification, attitudes and the pedagogical concepts of German teachers as experts in their profession regarding basic life support (BLS) education in secondary schools. Thirteen (n = 13) secondary school teachers participated in semi-structured expert interviews and were interviewed for at least 20 to 60 min regarding BLS student education. Interviews were semi-structured with guiding questions addressing (1) personal experience, (2) teacher qualification for BLS and (3) implementation factors (e.g., personal, material and organisational). Audio-recorded interviews were analysed by content analysis, generating a coding system. School teachers provided a heterogeneous view on implementation-related processes in BLS education. Many teachers were educated in first aid, acknowledge its importance, but had no experience in teaching BLS. They want to assure being competent for teaching BLS and need tailored trainings, materials, pedagogical information and the incorporation into the curriculum. Also, the management of time constraints, unwilling colleagues, or young students being overwhelmed were commonly mentioned considerations. Concluding, teachers reported to be willing to teach BLS but a stepwise implementation framework incorporating practice-oriented qualification and educational goals is missing.

This qualitative study aims to analyse the personal qualification, attitudes and the pedagogical concepts of German teachers as experts in their profession regarding basic life support (BLS) education in secondary schools. Thirteen (n = 13) secondary school teachers participated in semi-structured expert interviews and were interviewed for at least 20 to 60 min regarding BLS student education. Interviews were semi-structured with guiding questions addressing (1) personal experience, (2) teacher qualification for BLS and (3) implementation factors (e.g., personal, material and organisational). Audio-recorded interviews were analysed by content analysis, generating a coding system. School teachers provided a heterogeneous view on implementation-related processes in BLS education. Many teachers were educated in first aid, acknowledge its importance, but had no experience in teaching BLS. They want to assure being competent for teaching BLS and need tailored trainings, materials, pedagogical information and the incorporation into the curriculum. Also, the management of time constraints, unwilling colleagues, or young students being overwhelmed were commonly mentioned considerations. Concluding, teachers reported to be willing to teach BLS but a stepwise implementation framework incorporating practice-oriented qualification and educational goals is missing. [ABSTRACT FROM AUTHOR]

Teachers' active role in school development has been recognized as important in school culture transformation. Leadership practices, such as distributed leadership and organizational support, aim to engage teachers and foster their participation and contribution opportunities. However, studies have shown that teachers' earlier experiences and beliefs shape their participation activities. To facilitate school culture transformation and the development of pedagogical practices, it is important to understand how teachers position themselves as school developers. This interview study aims to explore what kinds of views teachers express regarding school development work and teacher collaboration, along with how these views influence their perceived opportunity to contribute to school culture transformation. Altogether, 35 teachers from three schools in Helsinki, Finland, were interviewed. The analysis revealed five teacher profiles and, thus, five different ways of approaching school culture transformation: (1) Visioner, (2) Responsibility Bearer, (3) Participating Observer, (4) Traditionalist, and (5) Stressed Withdrawer. Teachers' orientation to school development work and received organizational support influenced teachers' perceived contribution opportunities. Furthermore, the identified profiles experienced the needed organizational support for school development work differently; for some, it was mainly common time for collaboration, while for others, it meant reorganized structures. The results indicate that diverse support is needed to engage the whole teacher community in school culture transformation and that school leaders need to pay attention to how the distributed leadership model benefits all teachers, not just the visionary ones. [ABSTRACT FROM AUTHOR]

Objective: The school leader is known as one of the variables that need to be changed in order to improve the education system. Therefore the main purpose of this research was to identify the indicators of pedagogicallycentered leadership in Sanandaj primary schools, which was conducted using a qualitative research approach and a descriptive phenomenology strategy. Materials and methods: The current research is developmental-application in terms of purpose and qualitative in terms of approach, which was conducted using a descriptive phenomenology strategy. In order to collect the data, using targeted sample and criterion sampling technique 18 primary principals were interviewed through three-stage phenomenological interview protocols were used among the principals of primary schools. The validity of the interview questions was confirmed by experts and its reliability was calculated using Fleice's kappa coefficient of 0.82.After conducting the interviews, the data were first manually analyzed, and then by means of MAXqda 2020, based on three-stage thematic analysis (basic, organizing, and global) Atrid Sterling, analyzed. Discussion and conclusion: As the result of data analysis, 90 primary codes, 42 basic themes, 18 organizing themes and finally 8 global themes were specified. Four indicators, including enrichment to the art of teaching, professional development/independence of teachers, constructivist approach to learning and parents' intervention in children's education were extracted as the indicators of the educational leader. Also, four distinctive characteristics of participants were identified as unique characteristics of a pedagogically-centered leader, which were participation-seeker, activist of social justice and equal opportunities, valuing subcultures and leader of leaders. Findings implicitly show that the implementation of this style of leadership in schools requires major changes in the mental images of school community members. This changs include changing the paradigm of playing fixed roles to flexible ones, changing the paradigm of management to leadership, changing the paradigm of bureaucracy to specialization, changing the paradigm from teaching-centered to learning-centered, changing the paradigm of parental participation to parental intervention and changing the paradigm of knowledge transfer to knowledge creation in students. [ABSTRACT FROM AUTHOR]

Background: In times of accelerating changes, teachers who proactively engage in activities towards school improvement and innovation are increasingly needed. Still, studies on factors that affect teachers' proactive behaviour are rare. Aims: Integrating previous research on proactive behaviour within the Job Demand–Resources (JD‐R) Model, this paper investigates how job characteristics (time pressure, bureaucratic structures, participative climate, personal initiative of the team) and aspects of teachers' professional competence (self‐efficacy, self‐regulation skills and knowledge) contribute to and interact with their proactive behaviour. Sample: A total of 130 German secondary school teachers (M(SD)age = 44.05 (11.36), 65% female) participated in this study. Methods: We employed a full two‐wave panel design, with measurement points 5 months apart. The data were analysed with (moderated) single indicator modelling and a cross‐lagged panel model. Results: While teachers' self‐efficacy in implementing change and self‐regulation skills predicted their concurrent proactive behaviour, job characteristics and teachers' knowledge had no such cross‐sectional effects. In addition, we found an interaction effect of time pressure and teachers' self‐efficacy on proactive behaviour. Including the second measurement point, data indicated no cross‐lagged effects of the job and personal factors on proactive behaviour. However, cross‐lagged analysis revealed that teachers' proactive behaviour predicted their later self‐efficacy in implementing change and the time pressure they perceive. Conclusions: Examining both cross‐sectional and longitudinal effects, this study highlights the importance of measurements over time when analysing factors that influence teachers' proactive behaviour: While aspects of professional competence appear to be trainable concurrent resources, time pressure can limit their effect. Finally, cross‐lagged effects of teachers' proactive behaviour on their later self‐efficacy and time pressure appear as influential in the long run. [ABSTRACT FROM AUTHOR]

As part of a close cooperation in the area of German Studies, the German Language Department of the Universidad Nacional de Asunción participated in a project called FLinKUS, which integrates researchers, teachers and students from several partner universities. The project combines empirical research with university teacher training through active participation in school and didactic development processes in schools teaching German outside German-speaking countries. The article presents the FLinKUS model as it was originally conceived and as it has been implemented in our regional context in collaboration with a specific school in Asunción. The text will take stock of how the project was implemented, with which objectives and methods, with which actors, and to what extent the model and its application can contribute to sustainable, research-based teacher education. Preliminary results of FLinKUS in Paraguay show that: 1. A multiprofessional and international learning community was formed. 2. Students were placed as the main actors in the process, achieving the design and application of research tools in the local context. 3. Concrete data has been collected about the school, the teaching of German at the school and the language biography of the students. 4. Local knowledge has been generated with a methodology that has the potential to move towards a research-based teacher training model. [ABSTRACT FROM AUTHOR]

This article reports on a study in which we investigate school leadership practices for the development of adapted education, as they are expressed in the initial phase of schools' development work, which is undertaken at the initiative of local educational authorities. The study has an action research design with four participating schools and school leadership groups. Overall, the study shows how leadership practices that are characterised by distributed and interactive "close-up" leadership as well as by context-sensitive and value-conscious action orientations and choices are developed through the initial phase. The work of the leadership groups, led by the principals, is anchored in the schools' professional community by focusing on values and the schools' practice of adapted education in joint meaning making actions with clear links to the plan from the local educational authorities. Based on the findings of the study, we discuss how leadership practices can have an impact on further development work and development in the schools before concluding and pointing out some of the study's implications and limitations. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines practitioner action research in schools and how action research can enhance practice and generate knowledge through partnerships between academia and the education sector. In 2020, revisions to the Norwegian curriculum for primary and secondary education introduced guidelines for professional work. The changes in the curriculum framework entail teachers’ collaboration in knowledge production - utilizing research and their own experiences in the process. This changed the formal role of teachers from transmitting established knowledge to producing knowledge in professional development and research activities. The new regulations can be related to traditions within practitioner action research. The article explores how action research can be used as a methodological framework in the professional work of schools. The starting point for the article is a thematic analysis of reflections from an action research project named Deeper Learning – How?, in which six schools participate in developing a model for unit planning. Structured interviews were conducted with members of school development groups in the schools every six months over 3.5 years, totaling seven interviews per school. The participants' reflections on their professional work serve as the empirical basis for the article. Results from the thematic analysis demonstrate that participants employed the action research process as a methodological tool to cultivate new insights and enhance practice. These reflections enrich the schools' comprehension of their educational practices and lead to measures for improvements, actions, and change. The results also highlight that proactive leadership, agreed-upon measures, teamwork, and a consistent rhythm in professional work are vital for educational practice development and knowledge production.

Denne artikkelen rapporterer fra en studie der vi undersøker ledelsespraksiser i oppstarten av skolers arbeid for utvikling av tilpasset opplæring iverksatt på initiativ fra skoleeieren. Studien har et aksjonsforskningsdesign med fire deltakende skoler og ledergrupper. Samlet viser studien hvordan ledelsespraksiser som er preget av distribuert og samhandlende «tettpå-ledelse», kjennetegnet av kontekstsensitive og verdibevisste handlingsorienteringer og -valg, utvikles gjennom oppstartsarbeidet. Ledergruppene, med rektorene i spissen, forankrer arbeidet i skolenes profesjonsfellesskap gjennom å sette verdier samt skolenes praktisering av tilpasset opplæring i sentrum for felles meningsskapende aksjoner, med klare koblinger til skoleeierens plan. Basert på funn i studien diskuterer vi hvordan ledelsespraksisene kan få betydning for det videre utviklingsarbeidet og utvikling i skolene, før vi avslutningsvis konkluderer og peker på noen av studiens implikasjoner og begrensninger. ENGLISH ABSTRACT School leadership practices in the initial phase of schools’ work for developing adapted education This article reports on a study in which we investigate school leadership practices for the development of adapted education, as they are expressed in the initial phase of schools’ development work, which is undertaken at the initiative of local educational authorities. The study has an action research design with four participating schools and school leadership groups. Overall, the study shows how leadership practices that are characterised by distributed and interactive “close-up” leadership as well as by context-sensitive and value-conscious action orientations and choices are developed through the initial phase. The work of the leadership groups, led by the principals, is anchored in the schools’ professional community by focusing on values and the schools’ practice of adapted education in joint meaning making actions with clear links to the plan from the local educational authorities. Based on the findings of the study, we discuss how leadership practices can have an impact on further development work and development in the schools before concluding and pointing out some of the study’s implications and limitations.

There is an increasing movement in education towards closer collaboration between researchers and practitioners and research-practice partnerships (RPPs) are seen as one promising approach. However, some challenges still exist. To work in a new collaborative context such as RPPs, researchers and practitioners must adjust their roles in relation to each other. To better inform this movement, we conducted a systematic literature review of 80 articles investigating what roles researchers and practitioners are described to assume in RPPs. The results demonstrate eight different roles for researchers and practitioners, respectively, which reflect variations in both the main processes and tasks for school improvement in RPPs, as well as how these tasks are divided between the participants. Further, based on how tasks are distributed, the different roles provide varying opportunities to pursue a democratisation of evidence. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non‐teaching tasks, leading to a knowledge gap in the professionalisation of pre‐service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre‐service teachers in school development as a professional task at the end of their initial teacher training. The respondents of the interview study are 12 pre‐service teachers enrolled at master level in special educational needs at a German university. The findings of the study report on the marginal situatedness of school development in the curriculum, the associated understanding of pre‐service teachers of school development and their low assessment of the relevance of school development within special needs education. The study closes with practical recommendations on how to tackle the low level of preparedness for school development tasks in German teacher education. [ABSTRACT FROM AUTHOR]

Sweden has had the national experimental activity known as ULF – development, learning and research – running since 2017 as an investment in practice-oriented research. This study is carried out within the framework of ULF. More specifically, this study is based on experiences from two research circles with lead teachers in a rural area during 2021/2022. Through autoethnography, not only teachers’ experiences of research circles are made visible, but also those of the researchers. Here, the empirical basis also consists of the researchers’ personal stories with the aim of exploring, describing, and analyzing the research circle as a process from an inside perspective. The empirical material has been analyzed from the perspective of mediated discourse analysis (MDA). The result shows how the research circles come to constitute an epistemological development, a change of perspectives among the lead teachers. The result also shows how the research circles generate experience of autonomy. This enables the lead teachers to conduct their own school development projects in the future, such as classroom interventions with their own pupils. We argue that the research circles have an emancipatory function since they theorize the social relationship of learning.

The UN SDGs presented a vision for sustainability and the reduction of inequality within a country. The Taiwanese government uses many external resources to develop rural education. This study was conducted in a small public junior high school in a remote indigenous community in central Taiwan. Due to the economic downturn, the population in the indigenous community is outflowing, and the number of students is decreasing. With external resources, such as the Project of Female Science and Technology Talent Development from the Ministry of Science and Technology in Taiwan and other plans, this study introduces a full-time researcher as a teacher to promote science education in the research school. Implementing the projects improves students' academic performance and encourages students to participate in science competitions and achieve success. This study explores first the impact of the school's implementation of the Ministry of Science and Technology program on the development of the school; second, the results of the development of the school-based curriculum; and finally, it quantifies the statistics of the students' changes in the National High School Entrance Examination results. The impact of external resources on school development is determined by analyzing the performance of the participating students. This study finds that the Ministry of Science and Technology program plays an essential role in the development of the school, providing a key platform for teachers' growth, enriching school funding, developing featured courses, and encouraging students' performance. External resources have significantly improved students' results on the National Examination and facilitated students' motivation to learn science.

A variety of new policy requirements set for learning and teaching affect the work in schools. The local context in which a school is located forms the grounds for school-level policy adjustments and development work. Caring is a common pedagogical concept and depending on the context its interpretation and meaning varies. Teachers can express their caring attitude in their interactions with students and other teachers. We investigated teachers' perceptions of school development and elements that encourage and motivate teachers to engage in school development work. We also studied caring as one feature in the descriptions related to the work cultures of the schools. The data were teacher group interviews (N = 10) in five different Finnish comprehensive schools located in five different municipalities. In total, 44 teachers participated in the study. We used conventional content analysis allowing a data-driven descriptive approach to the material. The data were thematized and classified into categories concerning the aspects of development work. The categories were further examined to analyze caring. The analysis resulted in finding categories concerning meaningful school development and prerequisites to development that reflected and were aimed at the caring elements in the work culture. [ABSTRACT FROM AUTHOR]

School culture as a determinant for the functioning and development of a school plays a crucial role in shaping the identity, values, and norms within the school context. The primary objective of this paper is to emphasize the significance of a positive school culture for the development of modern schools. Accordingly, the paper provides an overview and analysis of recent discussions regarding various aspects of school culture and the roles of key stakeholders, primarily teachers and school leaders, in shaping and developing it. The paper highlights the connection between school culture and reform processes directed towards current changes in the educational environment. In line with this, desirable strategies for promoting fundamental values in the school context are discussed and recommendations are given for creating educational institutions that support the learning, growth, and development of all participants in the educational process. The concluding section of the paper emphasizes that understanding and enhancing school culture has a profound and lasting impact on the entire educational process in schools. Therefore, the pedagogical implications of this paper can be of significance for both educational policy makers and practitioners working in schools.

This study investigates teachers' understanding of how conversations between colleagues can promote the development of knowledge. Its purpose is to supplement previous research in the field of knowledge processes in respect of conversation as an integral part of teachers' everyday work. On the basis of interview data obtained from teachers in a Norwegian school context, the study concludes that conditions for knowledge development in conversations between colleagues exist because teachers set the agenda for their collaboration and they raise issues from their pedagogical practice and explore and challenge these in depth. Based on theoretical perspectives and international research in the field, it is argued that, despite the fact that teachers themselves are being challenged to take responsibility for knowledge development in the teaching profession through collective knowledge processes at a micro level in the school organisation, it will be important to have support structures at different levels of the educational system to prevent them from standing in a vacuum. [ABSTRACT FROM AUTHOR]

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It is believed that school leadership contributes to efficiency and equity in school performance. Therefore, it is essential that professionalization initiatives for school leaders foster learning and development processes towards effective leadership. Based on a literature review, several factors appear to facilitate the influence of professionalization programs on learning outcomes of school leaders but empirical research on real effects and on explanatory processes is limited. This research gap forms the basis for this mixed methods study, in which we design and implement a longitudinal professionalization program as the research setting. We distinguish an organizational dimension focusing on structural choices and an intertwined didactic dimension. We examine which specific interaction between both contributes most to concrete learning-driven actions at the school of the participant. The results indicate that by participating in the program with such a design, school leaders prepare action plans for their own school and start up school development. The interaction between actively providing theoretical frameworks, further deepening insights through peer learning in professional learning communities, the conversion of insights into concrete action plans and supporting this with school-specific coaching leads to the strongest results, analyses show. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pädiatrie & Pädologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent research has focused on local context as crucial for inclusion. This paper focuses on schools' prerequisites for inclusion and how such prerequisites can be theorised. We explore theoretically and empirically how location, commuting, and social ties interrelate and influence schools' prerequisites for inclusion. Using case studies, we compare two schools' local contexts. We find that the local place and community contribute to students' relations, including how they interact with and include each other in school. We also find that the local composition of social ties is crucial for schools' abilities to develop as inclusive communities and that commuting influences teachers' involvement in local community and school, and with students. The theoretical model presented is used to analyze the schools' prerequisites for inclusion. [ABSTRACT FROM AUTHOR]