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dc.contributor.authorQeleni, Merelesita Tiadama
dc.date.accessioned2014-03-01T22:09:59Z
dc.date.issued2013
dc.identifier.citationQeleni, Merelesita Tiadama. Leadership for Inclusion School leadership that motivates teachers to build inclusive classrooms.. Master thesis, University of Oslo, 2013
dc.identifier.urihttp://hdl.handle.net/10852/38501
dc.description.abstractThe promotion of inclusive education and demand by governments for schools to become a School for All will demand school leadership that will help classroom teachers build inclusive classrooms. Using qualitative interviews, the study investigated how three Norwegian inclusive school leaders motivated their teachers to build inclusive classrooms. The research found that the extent to which school leaders perceived the importance of inclusive education through the promotion of teachers learning and the provision of a flexible curriculum; and encouraged inclusive schooling through appropriate leadership; influenced the promotion of competency building strategies such as school based collaboration, in-service training and mentorship.eng
dc.language.isoeng
dc.subjectschool
dc.subjectleadership
dc.subjectinclusive
dc.subjecteducation
dc.subjectteachers
dc.subjectlearning
dc.subjectcompetency
dc.subjectbuilding
dc.subjectstrategies
dc.titleLeadership for Inclusion School leadership that motivates teachers to build inclusive classrooms.eng
dc.typeMaster thesis
dc.date.updated2014-03-09T11:00:11Z
dc.creator.authorQeleni, Merelesita Tiadama
dc.identifier.urnURN:NBN:no-41739
dc.type.documentMasteroppgave
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/38501/1/Leadership-for-Inclusion.pdf


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