dc.contributor.author | Friestad, Joan Pau | |
dc.date.accessioned | 2016-10-07T10:23:13Z | |
dc.date.available | 2016-10-07T10:23:13Z | |
dc.date.issued | 2016 | |
dc.identifier.uri | http://hdl.handle.net/11250/2413440 | |
dc.description | Masteroppgave ledelse - Universitetet i Agder 2016 | nb_NO |
dc.description.abstract | The theme of this study is about inclusion in school. Inclusion is a key principle in school.
The Norwegian schools goal of creating an inclusive school contrasts with research in this
area, suggesting that the school fails to succeed this. The diversity that pupils represent meets
a school system that is not shaped in terms of students' differences. More and more students
receive their education in segregated forms in school.
The purpose of this study is to gain insight into the principal 's perception of the concept of
inclusion in school and work in conjunction with this. Besides, I compared the respondents'
schools with a "best" case school in Sweden which has been particularly successful with
inclusion and achievement. The issue is divided into three and the study tries to answer the
following research questions :
1. What do the principals in the concept of inclusion in school and how they interpret
their role in connection with this question?
2. How do principals work concrete with inclusion in school, and what are the
difficulties working with inclusion in schools?
3. To what extent do we find similarities and differences in the work with inclusion
between schools and between schools and the case study in Sweden?
The study is based on a qualitative survey of five principals who work in the same
municipality. The conclusion that can be drawn from this is that respondents do not have a
clear perception of the concept of inclusion in school. Respondents has little awareness of
such an important principle in school. These five principals working in various ways with
inclusion in school, depending on their understanding of the concept. Respondents differ in
their answers and shows variations in these, implying that they do not have a common
collective understanding of the concept, nor a collective strategy for the development of the
inclusive school. | nb_NO |
dc.language.iso | nob | nb_NO |
dc.publisher | Universitetet i Agder ; University of Agder | nb_NO |
dc.subject.classification | ORG917 | |
dc.title | Inkludering i en skole for allerektors oppfatning og ansvar | nb_NO |
dc.type | Master thesis | nb_NO |
dc.subject.nsi | VDP::Social science: 200::Political science and organizational theory: 240::Public and private administration: 242 | nb_NO |
dc.source.pagenumber | 113 s. | nb_NO |