Journal article
Middle leading for continuity of learning: Inclusion, equity, and transitions to school.
Leading and managing, Vol.28(2), pp.32-42
Summer 2022
Appears in Recent Faculty of Health Publications
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Abstract
Contemporary definitions of inclusion in Australian early education go beyond support for children with disability to encompass equitable educational provision for children with varying abilities and from diverse backgrounds. However, a tension exists between policies and practices emphasising remediation for target groups and those focused on system-wide educational change. Middle leading has been identified as an effective driver of educational change that works at the site level to address problems of practice. The Enhancing Continuity and Alignment K-2 strategy in Queensland (Australia) positioned coaches as middle leaders to address site-based inclusion concerns by building professional capability and coordinating transition to school practices. The effectiveness of the project relied on the participants’ ability to establish shared equity goals and on the purposeful enactment of middle leading to address inclusion. Enabling and constraining arrangements were identified, as was the potential of middle leading to tackle the variance between system-wide and targeted approaches.
Details
- Title
- Middle leading for continuity of learning: Inclusion, equity, and transitions to school.
- Creators
- Anne Petriwskyj (Author) - Queensland University of TechnologyTess Therese Boyle (Author) - Southern Cross UniversitySusan Grieshaber (Author) - La Trobe University
- Publication Details
- Leading and managing, Vol.28(2), pp.32-42
- Publisher
- Australian Council for Educational Leaders
- Identifiers
- 991013082613402368
- Copyright
- © Australian Council for Educational Leaders
- Academic Unit
- Centre for Children and Young People; Faculty of Business, Law and Arts; Faculty of Health
- Language
- English
- Resource Type
- Journal article