Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes within a National Inclusion and Integration Reform

References

• Acton, K. S. (2021). School leaders as change agents: Do principals have the tools they need? Management in Education, 35(1), 43–51‏. https://doi.org/10.1177/0892020620927415
   Google Scholar
• Addi-Raccah, A., & Ainhoren, R. (2009). School governance and teachers‘ attitudes to parents‘ involvement in schools. Teaching and Teacher Education, 25(6), 805–813. https://doi.org/10.1016/j.tate.2009.01.006
   Web of Science ®Google Scholar
• Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16‏. https://doi.org/10.1080/20020317.2020.1729587
   Google Scholar
• Alanezi, A. (2020). Using social networks in school crisis management: Evidence from middle school principals in Kuwait. Education 3-13, 49(8), 935–944‏. https://doi.org/10.1080/03004279.2020.1817964
   Web of Science ®Google Scholar
• Ancona, D. (2012). Sensemaking: Framing and acting in the unknown. In S. Snook, N. Nohria, & R. Khurana (Eds.), The handbook for teaching leadership: Knowing, doing, and being (pp. 3–19). Sage.
   Google Scholar
• Asada, Y., Turner, L., Schwartz, M., & Chriqui, J. F. (2020). “Bridging, brokering, and buffering”: A theoretical exploration of school leaders’ engagement with local school wellness policy implementation. Implementation Science Communications, 1(1), 1–11, Article 44.‏ https://doi.org/10.1186/s43058-020-00029-1
   PubMedGoogle Scholar
• Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community, 5(3/4), 381–390. https://doi.org/10.1108/JPCC-05-2020-0019
   Web of Science ®Google Scholar
• Bagwell, J. (2020). Leading through a pandemic: Adaptive leadership and purposeful action. Journal of School Administration Research and Development, 5(S1), 30–34. https://doi.org/10.32674/jsard.v5iS1.2781
   Google Scholar
• Barber, M., & Fullan, M. (2005). Tri-level development: Putting systems thinking into action. Education Week, 24(25), 32–35‏. https://www.edweek.org/leadership/opinion-tri-level-development/2005/03
   Google Scholar
• Berson, Y., Da’as, R. A., & Waldman, D. A. (2015). How do leaders and their teams bring about organizational learning and outcomes? Personnel Psychology, 68(1), 79–108. https://doi.org/10.1111/peps.12071
   Web of Science ®Google Scholar
• Billingsley, B., & Banks, A. (2019). Leadership for inclusive schools 1995–2015. In J. B. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership and administration for special education (pp. 180–195). Routledge.
   Google Scholar
• Billingsley, B., DeMatthews, D., Connally, K., & McLeskey, J. (2018). Leadership for effective inclusive schools: Considerations for preparation and reform. Australasian Journal of Special and Inclusive Education, 42(1), 65–81. https://doi.org/10.1017/jsi.2018.6
   Google Scholar
• Bridich, S. M. (2016). The invisible schism: Teachers’ and administrators’ differing perceptions of education reforms. Education Policy Analysis Archives, 24(87), 87, Article 87. https://doi.org/10.14507/epaa.24.2192
   Google Scholar
• Bros, E., & Schechter, C. (2022). The coherence challenge between policymakers and school leaders: Exploring a national pedagogical reform. Journal of School Leadership. Advance online publication.
   Google Scholar
• Carrington, S., Pillay, H., Tones, M., Nickerson, J., Duke, J., Esibaea, B., Malefoasi, A., & Fa’asala, C. J. (2017). A case study of culturally informed disability-inclusive education policy development in the Solomon Islands. International Journal of Inclusive Education, 21(5), 495–506. https://doi.org/10.1080/13603116.2016.1218952
   Web of Science ®Google Scholar
• Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3–12. https://doi.org/10.3102/0013189X032006003
   Google Scholar
• Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77(3), 211–244. https://doi.org/10.1177/003804070407700302
   Web of Science ®Google Scholar
• Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3), 476–509. https://doi.org/10.1177/0895904805276143
   Web of Science ®Google Scholar
• Coburn, C. E. (2016). What’s policy got to do with it? How the structure-agency debate can illuminate policy implementation. American Journal of Education, 122(3), 465–475. https://doi.org/10.1086/685847
   Web of Science ®Google Scholar
• Coburn, C. E., Honig, M. I., & Stein, M. K. (2009). What’s the evidence on districts’ use of evidence. In J. D. Bransford, D. J. Stipek, N. J. Vye, L. M. Gomez, & D. Lam (Eds.), The role of research in educational improvement (pp. 67–87). Harvard Education Press.
   Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
   Google Scholar
• Creswell, J. W. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.
   Google Scholar
• Crockett, J. B., & Yell, M. (2017). IEPs, least restrictive environment, and placement. In J. Decker, M. M. Lewis, E. A. Shaver, A. E. Blankenship-Knox, & M. A. Paige (Eds.), The principal’s legal handbook (6th ed., pp. 224–244). Education Law Association.
   Google Scholar
• Da’as, R. A. (2017). School principals’ leadership skills: Measurement equivalence across cultures. Compare: A Journal of Comparative and International Education, 47(2), 207–222. https://doi.org/10.1080/03057925.2016.1210504
   Web of Science ®Google Scholar
• de Burns, T., Köster, F., & Fuster, M. (2016). Education governance in action: Lessons from case studies. OECD. https://doi.org/10.1787/9789264262829-8-en
   Google Scholar
• DeMatthews, D., Knight, D., Reyes, P., Benedict, A., & Callahan, R. (2020). From the field: Education research during a pandemic. Educational Researcher, 49(6), 398–402. https://doi.org/10.3102/0013189X20938761
   PubMed Web of Science ®Google Scholar
• Education Committee visits special education school in the north. (2019, July 13). Knesset News. https://main.knesset.gov.il/en/News/PressReleases/Pages/31719i.aspx
   Google Scholar
• Fullan, M. (2010). All systems go: The change imperative for whole system reform. Corwin. https://dx.doi.org/10.4135/9781452219554
   Google Scholar
• Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.
   Google Scholar
• Fullan, M., & Quinn, J. (2015). Coherence: The right drivers in action for schools, districts and systems. Corwin.
   Google Scholar
• Ganon-Shilon, S., & Schechter, C. (2017). Making sense of school leaders' sense-making. Educational Management Administration & Leadership, 45(4), 682–698.
   Web of Science ®Google Scholar
• Ganon-Shilon, S., & Schechter, C. (2019a). No school principal is an island: From individual to school sense-making processes in reform implementation. Management in Education, 33(2), 77–85.
   Google Scholar
• Ganon-Shilon, S., & Schechter, C. (2019b). School principals’ sense-making of their leadership role during reform implementation. International Journal of Leadership in Education, 22(3), 279–300.
   Web of Science ®Google Scholar
• Ganon-Shilon, S., & Schechter, C. (2021). Shared sense-making processes within a national reform implementation: Principals’ voices. Leadership and Policy in Schools, 20(3), 494–521.
   Web of Science ®Google Scholar
• Ganon-Shilon, S., Shaked, H., & Schechter, C. (2020). Principals’ voices pertaining to shared sense-making processes within a generally-outlined pedagogical reform implementation. International Journal of Leadership in Education. Advance online publication.
   Web of Science ®Google Scholar
• Gawlik, M. A. (2015). Shared sense-making: How charter school leaders ascribe meaning to accountability. Journal of Educational Administration, 53(3), 393–415. https://doi.org/10.1108/JEA-08-2013-0092
   Web of Science ®Google Scholar
• Gibbs, G. R. (2007). Analyzing qualitative data. Sage.
   Google Scholar
• Harris, A. (2020). COVID-19 – School leadership in crisis? Journal of Professional Capital and Community, 5(3/4), 321–326. https://doi.org/10.1108/JPCC-06-2020-0045
   Web of Science ®Google Scholar
• Honig, M. I., & Hatch, T. C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33(8), 16–30. https://doi.org/10.3102/0013189X033008016
   Google Scholar
• Howat, H., Curtis, N., Landry, S., Farmer, K., Kroll, T., & Douglass, J. (2012). Lessons from crisis recovery in schools: How hurricanes impacted schools, families and the community. School Leadership & Management, 32(5), 487–501‏. https://doi.org/10.1080/13632434.2012.723613
   Google Scholar
• Israeli Ministry of Education (2019). Hackalah ve’histalvut ba’hinuck ha’yesodi: Yisum tikun hok ha’hinuck ha’meyuhad [Inclusion and integration in primary education: Implementation of the Amendment to the Special Education Law: The inclusion and integration]. https://meyda.education.gov.il/files/PortalShaar/integration_binder_elementary_school.pdf
   Google Scholar
• Israeli National Central Bureau of Statistics (2016) Israeli Annual Statistical Report 67 Jerusalem.
   Google Scholar
• Kalkman, J. P. (2020). Sensemaking in crisis situations: Drawing insights from epic war novels. European Management Journal, 38(5), 698–707. https://doi.org/10.1016/j.emj.2020.02.009
   Web of Science ®Google Scholar
• Kaplan, S. L., & Owings, A. W. (2017). Organizational behavior for school leadership: Leveraging your school for success. Routledge.
   Google Scholar
• Kaul, M., VanGronigen, B. A., & Simon, N. S. (2020). Calm during crisis: School principal approaches to crisis management during the COVID-19 pandemic [Research brief].‏ Consortium for Policy Research in Education. https://repository.upenn.edu/cgi/viewcontent.cgi?article=1093&context=cpre_policybriefse
   Google Scholar
• Ko, B., & Boswell, B. (2013). Teachers’ perceptions, teaching practices, and learning opportunities for inclusion. Physical Educator, 70(3), 223–242‏. https://js.sagamorepub.com/pe/article/view/4262/3714
   Google Scholar
• Kuntz, J. R., Malinen, S., & Näswall, K. (2017). Employee resilience: Directions for resilience development. Consulting Psychology Journal: Practice and Research, 69(3), 223–242. https://doi.org/10.1037/cpb0000097
   Google Scholar
• LaRoe, H., & Corrales, A. (2019). Silencing social media on suicidal matters at a school setting. Journal of Cases in Educational Leadership, 22(1), 43–54. https://doi.org/10.1177/1555458918785659
   Google Scholar
• LeChasseur, K., Donaldson, M., Fernandez, E., & Femc-Bagwell, M. (2018). Brokering, buffering, and the rationalities of principal work. Journal of Educational Administration, 56(3), 262–276. https://doi.org/10.1108/JEA-10-2016-0129
   Web of Science ®Google Scholar
• LeChasseur, K., Mayer, A., Welton, A., & Donaldson, M. (2016). Situating teacher inquiry: A micropolitical perspective. School Effectiveness and School Improvement, 27(2), 255–274. https://doi.org/10.1080/09243453.2015.1021818
   Web of Science ®Google Scholar
• Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22‏. https://doi.org/10.1080/13632434.2019.1596077
   Web of Science ®Google Scholar
• Magnússon, G., Göransson, K., & Lindqvist, G. (2019). Contextualizing inclusive education in educational policy: The case of Sweden. Nordic Journal of Studies in Educational Policy, 5(2), 67–77‏. https://doi.org/10.1080/20020317.2019.1586512
   Google Scholar
• Maitlis, S., & Christianson, M. (2014). Sensemaking in organizations: Taking stock and moving forward. The Academy of Management Annals, 8(1), 57–125. https://doi.org/10.5465/19416520.2014.873177
   Web of Science ®Google Scholar
• März, V., & Kelchtermans, G. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum. Teaching and Teacher Education, 29, 13–24. https://doi.org/10.1016/j.tate.2012.08.004
   Web of Science ®Google Scholar
• Meyer, F., & Patuawa, J. (2020). Novice principals in small schools: Making sense of the challenges and contextual complexities of school leadership. Leadership and Policy in Schools, 1–18.‏ Advance online publication. https://doi.org/10.1080/15700763.2020.1757722
   Web of Science ®Google Scholar
• Miles, M. B., Huberman, M. A., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
   Google Scholar
• Mitchell, D. (2015). Inclusive education is a multi-faceted concept. Center for Educational Policy Studies Journal, 5(1), 9–30. https://doi.org/10.26529/cepsj.151
   Google Scholar
• Mutch, C. (2018). The role of schools in helping communities copes with earthquake disasters: The case of the 2010–2011 New Zealand earthquakes. Environmental Hazards, 17(4), 331–351. https://doi.org/10.1080/17477891.2018.1485547
   Web of Science ®Google Scholar
• Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
   PubMed Web of Science ®Google Scholar
• Nir, A., Ben-David, A., Bogler, R., Inbar, D., & Zohar, A. (2016). School autonomy and 21st century skills in the Israeli educational system: Discrepancies between the declarative and operational levels. International Journal of Educational Management, 30(7), 1231–1246. https://doi.org/10.1108/IJEM-11-2015-0149
   Web of Science ®Google Scholar
• Noyman, A. (2020, March 11). Reformah mutat atid: Keyzad ha’reformah ba’hinuck ha’meyuckad tzricka lehera’ot[Future oriented reform: How should the special education reform look like]. Hebrew Psychology. https://www.hebpsy.net/articles.asp?id=3936
   Google Scholar
• Oliver, C. (1991). Strategic responses to institutional processes. Academy of Management Review, 16(1), 145–179. https://doi.org/10.2307/258610
   Web of Science ®Google Scholar
• Óskarsdóttir, E., Donnelly, V., Turner-Cmuchal, M., & Florian, L. (2020). Inclusive school leaders – Their role in raising the achievement of all learners. Journal of Educational Administration, 58(5), 521–537. https://doi.org/10.1108/JEA-10-2019-0190
   Web of Science ®Google Scholar
• Petrie, C., Aladin, K., Ranjan, P., Javangwe, R., Gilliland, D., Tuominen, S., & Lasse, L. (2020). Spotlight: Quality education for all during Covid-19 crisis. OECD. https://hundred-cdn.s3.amazonaws.com/uploads/report/file/15/hundred_spotlight_covid-19_digital.pdf
   Google Scholar
• Pietarinen, J., Pyhältö, K., & Soini, T. (2017). Large-scale curriculum reform in Finland – Exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence. The Curriculum Journal, 28(1), 22–40. https://doi.org/10.1080/09585176.2016.1179205
   Web of Science ®Google Scholar
• Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. OECD. https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
   Google Scholar
• Richards, L., & Morse, J. M. (2013). Readme first for a user’s guide to qualitative methods (3rd ed.). Sage.
   Google Scholar
• Romanuck Murphy, C. (2018a). Educational leaders and inclusive education: Perceptions, roles, and responsibilities ( Publication No. 10744610) [ Doctoral dissertation, Trident University International]. ProQuest Dissertations & Theses Global.
   Google Scholar
• Romanuck Murphy, C. (2018b). Educational leaders and inclusive education: Perceptions, roles, and responsibilities ( Publication No. 10744610) [Doctoral dissertation, Trident University International]. ProQuest Dissertations & Theses Global.
   Google Scholar
• Rossman, G. B., & Rallis, S. F. (2012). Learning in the field: An introduction to qualitative research (3rd ed.). Sage.
   Google Scholar
• Schechter, C. (2015). Toward collective learning in schools: Exploring U.S.A. and Israeli teachers’ perceptions of collective learning from success. International Journal of Educational Reform, 24(2), 160–184.
   Google Scholar
• Schechter, C., Da'as, R., & Qadach, M. (in press). Leading in a time of crisis: Principals’ challenges during COVID-19. Studies in Educational Administration and Organization.
   Google Scholar
• Schwartz-Shea, P. (2006). Judging quality: Evaluative criteria and epistemic communities. In D. Yanow & P. Schwartz-Shea (Eds.), Interpretation and method: Empirical research methods and the interpretive turn (pp. 89–113). M. E. Sharpe.
   Google Scholar
• Shalem, M., & Lebenthal-Anderson, M. (2020). Education 2030: A roadmap to education and learning in Israel. The Public National Board of Education Cabinet. Retrieved from https://meyda.education.gov.il/files/Pop/0files/akademia-reshet/conference/technologies/edu-2030.pdf
   Google Scholar
• Shoshani, S., Shoef-Kolevitz, H., & Baron, M. (2021). Reconstruction of schools [Background paper]. Israel Democracy Institute. https://www.idi.org.il/media/16510/hurvitz2021_education_-reconstructionofschools.pdf
   Google Scholar
• Smith, L., & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management, 32(1), 57–71‏. https://doi.org/10.1080/13632434.2011.614941
   Google Scholar
• Special Education (Amendment No. 11) Law (5778-2018), S.H. 2734.
   Google Scholar
• Spillane, J. P., & Callahan, K. A. (2000). Implementing state standards for science education: What district policy makers make of the hoopla. Journal of Research in Science Teaching, 37(5), 401–425. https://doi.org/10.1002/(SICI)1098-2736(200005)37:5<401::AID-TEA2>3.0.CO;2-D
   Web of Science ®Google Scholar
• Spillane, J. P., Diamond, J. B., Burch, P., Hallett, T., Jita, L., & Zoltners, J. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16(5), 731–762. https://doi.org/10.1177/089590402237311
   Web of Science ®Google Scholar
• State Comptroller and Ombudsman of Israel. (2021). Doh shnati 71b [ The 71B annual audit report]. https://www.mevaker.gov.il/sites/DigitalLibrary/Pages/Publications/794.aspx
   Google Scholar
• Stenersen, C. R., & Prøitz, T. S. (2022). Just a buzzword? The use of concepts and ideas in educational governance. Scandinavian Journal of Educational Research, 66(2), 193–207. Advance online publication. https://doi.org/10.1080/00313831.2020.1788153‏
   Web of Science ®Google Scholar
• Sutherland, I. E. (2017). Learning and growing: Trust, leadership, and response to crisis. Journal of Educational Administration, 55(1), 2–17. https://doi.org/10.1108/JEA-10-2015-0097
   Web of Science ®Google Scholar
• SWIFT Education Center. (2017, January). SWIFT family & community. Retrieved March 19, 2022, from https://myemail.constantcontact.com/SWIFT-s-Family---Community-Feature---Issue-1.html?soid=1125766933832&aid=S2auLMEjTOs
   Google Scholar
• Taberski, D. (2020, April 26). Hareforma ba’hinuck hameyuhad: Shiluv lelo ahrayut [The reform in special education: Integration without responsibility]. Davar. Retrieved from https://www.davar1.co.il/207529i/
   Google Scholar
• Taylor, S. J., Bogdan, R., & DeVault, M. L. (2016). Introduction to qualitative research methods: A guidebook and resource (4th ed.). Wiley.
   Google Scholar
• Tichnor-Wagner, A., Wachen, J., Cannata, M., & Cohen-Vogel, L. (2017). Continuous improvement in the public school context: Understanding how educators respond to plan–do–study–act cycles. Journal of Educational Change, 18(4), 465–494‏. https://doi.org/10.1007/s10833-017-9301-4
   Web of Science ®Google Scholar
• Veisblay, E. (2020). Hareforma ba’hinuck ha’meyuhad - yisum tikkun no. 11 le’hok hinuck meyuhad. The Knesset Research and Information Center. The reform in the Special Education Amendment No. 11 to the Special Education Law https://fs.knesset.gov.il/globaldocs/MMM/3c4e064a-01a4-ea11-8106-00155d0aee38/2_3c4e064a-01a4-ea11-8106-00155d0aee38_11_16289.pdf
   Google Scholar
• Weick, K. E. (2009). Making sense of organization: Vol. 2. The impermanent organization. Wiley.
   Google Scholar
• Werts, A. B., & Brewer, C. A. (2015). Reframing the study of policy implementation: Lived experience as politics. Educational Policy, 29(1), 206–229. https://doi.org/10.1177/0895904814559247
   Web of Science ®Google Scholar
• Whitla, M. (2003). Crisis Management and the School Community (2nd ed.). Australian Council for Educational Research.
   Google Scholar
• Yarkechy, D. (2020, February 20). Be’meha’ah al reformat ha’hinuck ha’meyuckad: Shvitah bat sha’ag be’ma’arecket ha’hinuck [In protest of special education reform: An hour-long strike in the national education system]. Walla News. https://news.walla.co.il/item/3342013
   Google Scholar