Teachers as Executives
Bibliographic Data
| ID | 4255786 |
|---|---|
| Authors | Nancy K French, Ritu V Chopra (0009-0006-4678-042X) |
| Year | 2006 |
| Volume | 45 |
| Issue | 3 |
| Pages | 230-238 |
| Publication date | 2006-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4503_5 |
| OpenAlex | W2150365350 |
| Language | EN |
| Citations received | 3 |
| References cited | 7 |
The roles and responsibilities of special educators have shifted as schools move to provide inclusive services for students with disabilities. The inclusive special educator is responsible for coordinating a complex system of adults and students—often including paraeducators, related service specialists, classroom teachers, and peer assistants. This contemporary role is analogous to that of an executive in business settings and requires comparable leadership, collaboration, and communication skills. Teachers who demonstrate skills in 5 key functioning areas may see more successful inclusion of their students. Of importance, teachers who are adjusting to the shift in role require certain administrative supports as they acquire this new identity of executive
Identity (music · Inclusion (mineral · Key (lock · Mathematics education · Medical education · Pedagogy · Political science · Public relations · Special education · Collaborative Teaching and Inclusion · Disability Education and Employment · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies
| Citations per year | 0.19 |
|---|---|
| Citation span | 2010 - 2021 (12) |
| Highly cited | No |