2 Develop Annotated Outline and Additional Sources Otis Mckinney National University EDR-8200:

2

 Develop Annotated Outline and Additional Sources

Otis Mckinney

National University

EDR-8200: Scholarly Literature Review

Dr. Kathleen Friedman

3/30/2024

Introduction

In modern educational institutions, leadership in education institution can be challenge from dealing with peers and staff members. Supporting education is critical to guide students and support supportive administrative. Being in the know is vital for creating a productive environment and change and sustain performance that is needed for the institution it is govern. Leadership can support individual staff members in which is generate support the classroom. In order support proper leadership in education system, observational of leadership should implemented to challenge flaws..

Annotated outline

DB: Weir, K., Boscardin, M. L., & Griffin, L. L. (2023). Leadership Experiences of Women Administrators of Special Education. Journal of Special Education Leadership, 36(1), 17–32. https://doi.org/https://www.casecec.org/journal

The method used in finding evidence on teacher’s experiences in teaching was done through a Qualitative research methodology. A Comparative approach was implemented in finding the differences in teachers experience through short segments of interviews.

DB: Hughes, T., Bechtler, M., Cruz-Szabo, G., Hafner, L., Ortiz, L., Piel, K., Quiroz, S., & Robbins, T. (2020). Could Proactive Local Policy Improve Principals’ Building-Level Leadership of Special Education Services? EJEP: EJournal of Education Policy, 21(2)

Utilizing surveys to justify the reason why educators should train be trained to become administrator. This observation in special education has supported the facts that leadership can benefits from educators receiving higher education to support the education infrastructure.

DB: Movahedazarhouligh, S., Banerjee, R., & Luckner, J. (2022). An Examination of Current Leadership Practices in Early Childhood and Early Childhood Special Education: A Mixed Methods Study. Early Education and Development, 33(4), 700–722. https://doi.org/10.1080/10409289.2021.1909937

Quantitative and qualitative research methods that provided the researchers with the ability to increase the quality and quantity of data interpretations (Creswell, Citation2014).

DB: Sider, S., Maich, K., Morvan, J., Villella, M., Ling, P., & Repp, C. (2021). Inclusive School Leadership: Examining the Experiences of Canadian School Principals in Supporting Students with Special Education Needs. Journal of Research in Special Educational Needs, 21(3), 233–241. https://doi.org/10.1111/1471-3802.12515

School leadership, inclusion, and learning There is limited research on the role of principals in school system, so the method use to find what is based on questionnaires and participation of leadership in the school system.

participants were identified by the research team after reviewing questionnaire responses, ensuring that male and female, English and French-speaking,

DB: Tudryn, P., Boscardin, M. L., & Wells, C. (2016). Distributed Leadership through the Lenses of Special Education Leaders. Journal of Special Education Leadership, 29(1), 3–22.

The primary purpose of this research study was to investigate whether ADMs of special education prioritize distributed leadership attributes differently than special education TLs or if the prioritization process would result in factor membership influenced by other variables.

Boscardin, M. L. (2022). AUTHOR GUIDELINES: Journal of Special Education Leadership Author Submission Guidelines The Journal of the Council for Administrators of Special Education: A Division of the Council for Exceptional Children. Journal of Special Education Leadership, 35(1), 64–68.

The purpose of this arrangement is to encourage interaction among individuals within those roles in developing articles. Interactions may include any of the following: a jointly authored manuscript, an interview preceded or followed by commentary written by the interviewer, and a follow-up article that is specifically

Anyau, E., Nordin, M. N., Dzahir, M. A. M., Ramli, M. H., Ariffin, A. K., Shah, M. S. A., & Naim, A. M. (2021). Special Education Leadership: Teachers As Leaders. Turkish Online Journal of Qualitative Inquiry, 12(3), 5604–5611.

This study uses a qualitative approach in obtaining research data. Interview sessions were conducted involving 20 special education teachers randomly selected in the district of Batu Pahat, Johor, Malaysia. The interviews conducted were semi structured which involved some planned questions and some additional questions. The interview session lasted between 15-20 minutes per session.

Nordin, M. N., Shah, M. A. M. M., Ayob, N., Rahim, I. H. A., Ishak, N., & Moo Chin Len, E. (2021). Jewel And Glass In Special Education Leadership. Turkish Online Journal of Qualitative Inquiry, 12(3), 5580–5587

This Study Uses A Qualitative Approach In Obtaining Research Data. Interview Sessions Were Conducted Involving 20 Special Education Teachers Randomly Selected In The District Of Batu Pahat, Johor, Malaysia. The Interviews Conducted Were Semi Structured Which Involved Some Planned Questions And Some Additional Questions. The Interview Session Lasted Between 15-20 Minutes Per Session.

Aziz, A. A., Nordin, M. N., Ariff, N., Sahabuddin, N. M., & Magiman, M. M. (2021). Special Education Leadership: Leaders As Motivators. Turkish Online Journal of Qualitative Inquiry, 12(3), 5559–5569.

This Study Uses A Qualitative Approach In Obtaining Research Data. Interview Sessions Were Conducted Involving 20 Special Education Teachers Randomly Selected In The District Of Batu Pahat, Johor, Malaysia

Urkmez, B., Gedik, S., & Guzen, M. (2023). Experiences of Parents of Children with ASD: Implications for Inclusive Parental Engagement. Journal of Child and Family Studies, 32(3), 951. https://doi.org/10.1007/s10826-022-02481-0

Specifically, this study focuses on how these parents experience school invitations and opportunities and how this affects their engagement

References

Weir, K., Boscardin, M. L., & Griffin, L. L. (2023). Leadership Experiences of Women Administrators of Special Education. Journal of Special Education Leadership, 36(1), 17–32. https://doi.org/https://www.casecec.org/journal

Hughes, T., Bechtler, M., Cruz-Szabo, G., Hafner, L., Ortiz, L., Piel, K., Quiroz, S., & Robbins, T. (2020). Could Proactive Local Policy Improve Principals’ Building-Level Leadership of Special Education Services? EJEP: EJournal of Education Policy, 21(2)

Movahedazarhouligh, S., Banerjee, R., & Luckner, J. (2022). An Examination of Current Leadership Practices in Early Childhood and Early Childhood Special Education: A Mixed Methods Study. Early Education and Development, 33(4), 700–722. https://doi.org/10.1080/10409289.2021.1909937

Sider, S., Maich, K., Morvan, J., Villella, M., Ling, P., & Repp, C. (2021). Inclusive School Leadership: Examining the Experiences of Canadian School Principals in Supporting Students with Special Education Needs. Journal of Research in Special Educational Needs, 21(3), 233–241. https://doi.org/10.1111/1471-3802.12515

Tudryn, P., Boscardin, M. L., & Wells, C. (2016). Distributed Leadership through the Lenses of Special Education Leaders. Journal of Special Education Leadership, 29(1), 3–22.