TY  - CHAP
AB  - Scholars have been calling for educational leadership that emphasizes socially just practices to restructure school policies and practices to create an equitable schooling experience for all students. The case of Davis K-8 exemplifies how a more traditional model of leadership (transformational leadership) coupled with a professional learning community model has created socially just practices that fully include the school's deaf and hearing-impaired students. Davis has recreated the school environment to truly value participation from all students. Utilizing a mixed-methods approach, data were gathered that highlight the practices that drive the inclusive culture of the school. Implications for practice include the impact that a socially just vision can have in more traditional leadership models and provides a model for including students with disabilities into the school culture.
VL  - 14
SN  - 978-1-78052-279-1, 978-1-78052-278-4/1479-3660
DO  - 10.1108/S1479-3660(2012)0000014011
UR  - https://doi.org/10.1108/S1479-3660(2012)0000014011
AU  - Dugan Thad
ED  - Christa Boske
ED  - Sarah Diem
PY  - 2012
Y1  - 2012/01/01
TI  - Chapter 7 Davis K-8 School: Utilizing Transformational Leadership to Drive Inclusive Practice
T2  - Global Leadership for Social Justice: Taking it from the Field to Practice
T3  - Advances in Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 121
EP  - 137
Y2  - 2024/04/20
ER  -