How Do Private Sector Schools Serve the Public Good by Fostering Inclusive Service Delivery Models

Bibliographic Data

ID4765159
AuthorsMartin Scanlan (0000-0002-0476-6893, Marquette University), Karen Tichy, Karen L Tichy (Archdiocese of Chicago)
Year2014
Volume53
Issue2
Pages149-157
Publication date2014-04-03
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2014.885813
OpenAlexW1997162246
LanguageEN
Citations received1
References cited13

Conversations about promoting educational reforms that redress educational inequities often ignore private schools as irrelevant. Yet pursuits of inclusivity in private sector schools serve the public interest. This article focuses on how the system of Catholic schools in the Archdiocese of St. Louis has been purposefully striving for 2 decades to build the capacity of its schools to meet students' special needs. We focus on 3 leadership skills that are central to this effort: boundary spanning, social innovation, and mission-focus. Our premise in focusing on these skills is that educators in both public and private educational sectors serve the public good when they promote inclusive PK–12 schooling, and accordingly, leaders across these sectors can more effectively move in this direction by supporting one another and sharing lessons learned. Hence, although we draw from parochial contexts, we focus on implications for inclusive schooling and leadership across school sectors

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