The Administrative Climate and Context of Inclusive Elementary Schools

By C. Salisbury, Gaile Mcgregor. 2002

103 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Epistemological Beliefs and Attitudes Toward Inclusion in Pre-service Teachers (2007, unknown): “…Sommers, Ghere, & Montie, 2001)], which are cited broadly as central to sound inclusive teaching practice (Bishop & Jones, 2003; Bondy & Brownell, 2004; Gabel, 2001; Goodman & Fish, 1997; Hutchinson & Martin, 1999; Ross & Blanton, 2004; Salisbury & McGregor, 2002; York-Barr et al., 2001).”
Transformational leadership related to school climate (2016, background): “This study coincides with Salisbury and McGregor (2002) who found that with an open climate principals are supportive and perceived as both nondirective and nonrestrictive.”
Principals' Perspectives on Inclusive Elementary Schools (2006, background): “Salisbury and McGregor (2002) examined the administrative climate and context of 10 inclusive elementary schools in five states These researchers found that principals shared certain dispositions and administrative practices that helped create school cultures where diversity, inquiry, collaboration,”