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The purpose of this paper is to explore effects of an intervention designed for teachers' learning. This study investigates the effectiveness of a three-session professional development (PD) program based on the lesson study methodology. Lesson study was chosen as an intervention, attempting to strengthen teachers' awareness of and readiness to teach for student diversity.

This study included 26 participants. The teachers took part in lesson study cycles during a period of four months. Effectiveness was measured using a pre-test/post-test within-subject design. The broad concept of inclusion and the characteristics of the research questions in this study demanded a mix of methods, a design in which qualitative and quantitative data are collected in parallel, analyzed separately and then merged.

Results show an increase of teachers' readiness from baseline to post measurement to adjust the learning environment for increased inclusivity. The largest increase (88%) was seen in the themes in teachers' responses regarding accommodations for a student with special needs. Regarding self-perceived ability, the average increase was 50%. Results show significant changes in teachers' adjustment awareness ability.

This study contributes to educational research, as the focus is PD for general teachers. PD opportunities with teaching strategies related to special needs (e.g. neurodevelopmental conditions, NDCs) are seldom offered to general education teachers. Support from teachers is a key strategy for accommodating students with special needs in mainstream classrooms. Furthermore, there is a lack of literature of interventions aiming to improve teachers' readiness and preparedness for students with NDCs in mainstream settings.

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

In developing countries like Tanzania, gems and jewellery industry mainly consists of disintegrated and unstable micro and small workshops which operate in a way that misalign value addition processes. This study is aimed to bridge gap by focussing on exploitation of industrial clusters in social normalisation and economic resilience to developing countries. The world economic shocks has been not only individually experienced but also globally shared while disrupted lives across all countries and communities and negatively affected global socio-economic growth.

Furthermore, the explorative design was adopted in this study in order to explore needs of respondents, and with the aim to direct the study towards a descriptive design. The sample frame consists of participants in gems and jewellery activities in Tanzania whereby sample was drawn from Dar es Salaam and Arusha. Semi-structured interview was used to collect quantitative data to establish evidence of Tanzanians’ SSJs linked to global value chains (GVCs).

Results revealed the benefits of exploitation of artisanal industrial clusters to Tanzanians’ SSJs when linked to global value chains (GVCs). Findings of the study demonstrate the importance of artisanal industrial clusters in facilitating Tanzanians’ SSJs to access GVCs. Further, insufficient education, trust and social protection directly affects inclusive GVCs, inferring that the impact of artisanal industrial clusters on inclusive GVCs in social normalisation and economic resilience.

Study findings reveals shortcomings in existing regulatory framework of linking Tanzanians’ SSJs to artisanal industrial clusters, for improvements to better support the inclusiveness in GVCs. Findings of this research invite interventions on institutional capabilities and entrepreneurial competencies to enhance the capabilities of small-scale jewellers (SSJs). Like other studies, this study involved cross-sectional data, limit targeted study population as representative of SSJs in industrial clusters and GVCs in economic crises at limited time.

The study findings makes important practical contributions to the Tanzania’s SSJs by examining mediating role of artisanal industrial clusters hence informing policymakers of mining sector how to improve accessibility on GVCs by focus on offering great institutional capabilities and entrepreneurial competencies. These findings will help SSJs and policy makers to get better understanding of the relationships in exploitation of artisanal industrial clusters when accessing GVCs. Therefore, they can make better decisions on implementing artisanal industrial clusters as well as management accessing GVCs, so that SSJs will attain the best possible performance.

This emphasises the importance of community empowerment in the GVCs process through artisanal industrial clusters. Study findings indicate the influence of industrial relations to social dynamics which are previously inadequately addressed and scantly researched. In actual fact study propose initiatives that ensure local communities benefit socially from the integration of SSJs into GVCs through artisanal industrial clusters. Findings suggest local communities that take into account inter-sectionality of artisanal industrial clusters and inclusive GVCs, by considering how factors like education, trust and social protection status intersect to influence the social inclusiveness of SSJs.

There is limited evidence of linking Tanzanians’ SSJs to GVCs in social normalisation and economic resilience and few researchers have explored this topic. This article leverages exploitation of industrial clusters in normalisation and economic resilience to developing countries such as Tanzania as way of improving shared prosperity, sustainability, inclusive growth, cohesion, value chain upgrading and financial inclusion to SSJs.

Building on social exchange theory and relational leadership theory, this paper proposes a model of inclusive leadership in higher education institutions. Together with an attempt to examine the impact of inclusive leadership on extra-role behaviors of academic staff, the paper aims to test the intervening mechanism of organizational learning among the aforementioned relationships.

Data were collected from 227 academic staff working in the Palestinian higher education institutions. Partial least squares (PLS-SEM) analysis technique was utilized to examine the hypotheses.

The findings reveal that inclusive leadership exerts a positive effect on extra-role behaviors (organizational citizenship behaviors and innovative work behaviors) in the Palestinian higher education setting. Moreover, the findings show that organizational learning plays a significant mediating role among the relationships examined

Academic communities are increasingly diverse. This diversity requires a work environment in which employees take on additional work roles. In response to this diversity, managers of higher education institutions should be concerned about the roles and practices of inclusive leaders. In addition, higher education institutions need to be learning organizations since this would help to mitigate this diversity and create a working atmosphere characterized by continuous learning, collaboration and dialogue.

In higher education, most of the literature on inclusive academic leadership is mainly theoretical. Furthermore, organizational learning in higher education research is based on anecdotal perspectives (Dee and Leišyte, 2016). To this end, this paper is novel, as it is one of few studies to empirically investigate inclusive leadership and extra-role behaviors via organizational learning in a non-western academic context.

The aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?

As part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.

(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.

It was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.

Index for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

Many West African countries face the challenge of growth inclusiveness. The region is also facing challenges of equipping its teeming population with high-quality skills despite many reforms and initiatives introduced in the past. This study, thus, identifies education as a crucial contributory factor to growth inclusiveness in the region. It, therefore, examined the role of education in growth inclusiveness in West Africa between 1990 and 2017.

The study utilised different proxies to capture quantity and quality dimensions of education. The unit root and ARDL “Bounds” tests were employed at a preliminary stage. Based on the preliminary tests, the study explored autoregressive distributed lags modelling technique to capture the short-run and long-run dynamic effects.

The empirical results reveal a positive impact of school enrolment measures in most of the countries in both short-run and long-run. Education quality measure exerts positive impact and significant in few countries under consideration.

These countries should give adequate attention to quality when designing education policy to foster their inclusive growth.

This study highlights the critical role of education in the inclusive growth pursuit. Education quantity is important to growth inclusiveness but the quality of education is more fundamental. The quality of education possessed determine to a large extent, what individual can contribute to the productive activities within the economy and accessibility to benefits from economic prosperity.