This article examines the fundamental global competences that are essential for school principals to manage sustainable educational change in the context of complex global challenges. A critical review methodology was employed in order to synthesize existing literature from 2000 to 2024, with a particular focus on the attributes of school…

Inclusive education (IE) in the early years enhances young children's learning, socialization, and development; yet, children with disability are one group that is often isolated, excluded, or marginalized in early childhood education. This paper examines jointly the perceived exclusion practices, teacher qualities, and professional development…

While the longstanding structural challenges in the professional development of junior scholars of color can be confronted through strong mentoring relationships, the potential power of effective mentoring will only be realized when the environments in which these relationships exist begin to change. Derived from insights gleaned from grantees of…

This article reports on findings of a study which objective is the development of an instrument for systematic evaluation and improvement of the quality of teaching in special schools. The article describes the research process which led to the construction of the instrument as well as the way teachers can use the instrument to improve the quality…

The findings from this qualified phenomenological research study involved 20 secondary general education teachers who taught inclusion classes. The research study investigated the lived experiences and perceptions of teachers through in-depth interviews and using a modified van Kaam method of data analysis, Atlas.ti 6 software, and Microsoft Excel…

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for…

This exploratory qualitative case study investigated rural K-8 special education teacher perceptions of their positional status as special education teachers who co-teach with their regular education peers. Four special education teachers participated in journal prompts, one-on-one interviews, and a focus group interview. The conceptual lens for…