Leading Inclusive Schools: From the Effectiveness of the Individual to L’affect of Collectivities-Reference-Cited by-同舟云学术

Leading Inclusive Schools: From the Effectiveness of the Individual to L’affect of Collectivities

Published:2022 Issue: Volume: Page:197-235
ISSN:
Container-title:Educational Assessment and Inclusive Education
language:
Short-container-title:

Author:

Ydesen Christian^ORCID,Milner Alison L.,Aderet-German Tali,Caride Ezequiel Gomez,Ruan Youjin

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-19004-9_6

Reference96 articles.

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3. Addi-Raccah, A. (2015). School principals’ role in the interplay between the superintendents and local education authorities. The case of Israel. Journal of Educational Administration, 53(2), 287–306. https://doi.org/10.1108/JEA-10-2012-0107

4. Addi-Raccah, A., & Ayalon, H. (2002). Gender inequality in leadership positions of teachers. British Journal of Sociology of Education, 23(2), 157–177. https://doi.org/10.1080/01425690220137693

5. Antoniou, P., & Liu, M. (2018). Evaluating the measuring properties of the principal instructional management rating scale in the Chinese educational system: Implications for measuring school leadership. Educational Management Administration & Leadership, 46(4), 624–641. https://doi.org/10.1177/1741143217700282