Inclusive Leadership: Good Managerial Practices to Address Cultural Diversity in Schools

Educational inclusion of foreign pupils has become a priority objective in recent years in many countries worldwide. Attending to the cultural diversity of pupils and providing an inclusive educational response is now a main goal of education systems. In this context, educational leadership is a key factor for school improvement. Management teams face the difficult mission of responding to the diversity of people that make up the educational community in a scenario marked by the expansive increase in migrant families and the scarcity of inclusive and intercultural government programmes. This article explores good management practices for cultural diversity management in six early childhood and primary education centres in Spain and Chile from an inclusive leadership approach. Factors that influence the development of inclusive leadership and the process deployed to carry out diversity management are examined. Through a qualitative methodology, six case studies were carried out using the interview, participant observation, and document analysis as instruments. The main outcomes show the importance of leaders in promoting an inclusive collaborative culture, in classroom practices focused on the knowledge and cultural capital of foreign pupils, the development of organisational and didactic strategies based on the recognition and participation of the educational community, its commitment to social justice, a management of diversity based on collaboration, and a shared concept of educational inclusion. The conclusions show four common dimensions in the good practices of each country: professional development of the community, school participation, inclusive school culture, and positive management of diversity.We are deeply grateful to the editors and unknown reviewers of this article for the valuable comments we received for writing this article. We would also like to thank the Spanish Ministry of Economy and Competit‐ iveness (project CSO2013–43266‐R “Construyendo difer‐ encias en la escuela. Estudios de las trayectorias de las ATAL en Andalucía, de su profesorado y de su alum‐ nado”) who supported the research and the National Research and Development Agency (ANID) through the National Scientific and Technological Research Commission (CONICYT; Fondecyt projects 1190349 and 3200192). This article was translated by Neil Macowan Language Services

Challenges of distributed leadership: A challenging and complex case study in an urban secondary school

Proyecto titulado “Liderazgo Distribuido en las Escuelas: Alcance y patrones” (REF. EDU 2011-26436); financiado por el Plan Nacional de Investigación, Desarrollo e InvestigaciónEste estudio analiza la configuración y prácticas del liderazgo distribuido en una escuela secundaria urbana. Desarrollamos un estudio de caso durante un curso académico, empleando como instrumentos de recogida de información: entrevistas; observación de reuniones; y hacer “de sombra” del director. El tratamiento metodológico ha sido cualitativo y para los análisis se ha configurado un sistema de categorías. Hallamos un centro muy grande y complejo con un liderazgo distribuido múltiple, apoyado en el equipo técnico de coordinación pedagógica –ETCP- y en los jefes de departamentos. La directora rompe con el estilo del anterior director y tras años en el cargo, trabaja sobre el proceso de la sucesión. Algunos sectores se muestran insatisfechos con el desempeño de la dirección y se producen enfrentamientos entre etapas. A pesar de las dificultades, el género es un elemento importante en el liderazgo; el establecimiento de estructuras de poder se basa mucho en la micropolítica y están logrando mejoras en los rendimientos y en el clima del centroThis study analyses the configuration and leadership strategies in an urban Secondary school. We developed a case study during a whole academic year using as instruments for collecting data: in-depth interviews, meetings observation and principal’s shadowing. We apply a qualitative approach although we use a system of categories. As main results, we consider this is a complex and big school. We identify a multiple distributed leadership which leaned on the pedagogic coordination team and on the heads of departments. The current principal breaks the previous principal’s style and after few years as principal, she decides to work on the succession process. There are unsatisfied groups and confrontations between educative levels happened. In spite of those difficulties, gender is a relevant factor in the development of this leadership approach; the establishment of new power structures is based on micro-politic processes and they are getting improvements in the school’s performances and clim

Distributed leadership: Case study in an Andalusian secondary school

El estudio de caso que describimos es en un centro de Educación Secundaria de una localidad del condado. Es uno de los 10 desarrollados dentro de una investigación más amplia. Ésta se desarrolló en dos fases. En la primera, se trabajó con 39 escuelas, se recogió el trabajo diario de sus directores y se analizaron las redes sociales de dichos centros. Y tras el análisis, se seleccionaron 10 casos por su interés y peculiaridades. El objetivo de esta investigación ha sido analizar el fenómeno de la distribución del liderazgo tratando de identificar qué modelo de liderazgo se desarrolla; qué agentes intervienen y con qué funciones; las características contextuales centradas en el tamaño y tipo de centro, prácticas de liderazgo y patrones de distribución. Para la recopilación de la información se ha aplicado una metodología cualitativa, utilizando métodos e instrumentos como entrevistas, marcaje y observación. Los resultados muestran un liderazgo centrado en el equipo directivo y en el desarrollo de un modelo burocrático. Se destaca la alta implicación de la directora en cuestiones relacionadas con la familia y el alumnado y, en contraposición, la escasa implicación del profesorado en el centro, lo cual dificulta el desarrollo de prácticas de liderazgo distribuidoEl resumen en inglés sigue las mismas indicaciones que el resumen en el idioma de la contribución. The case study we describe is in a secondary education school in a county town. It is one of the 10 developed within a broader research. It was developed in two phases. In the first, we worked with 39 schools, collected the daily work of its directors and analyzed the social networks of these centers. And after the analysis, 10 cases were selected because of their interest and peculiarities. The objective of this research has been to analyze the phenomenon of the distribution of leadership trying to identify which model of leadership is developed; what agents are involved and with what functions; the contextual characteristics centered on the size and type of school, leadership practices and distribution patterns. For the collection of information, a qualitative methodology has been applied, using methods and instruments such as interviews, tagging and observation. The results show leadership focused on the management team and the development of a bureaucratic model. The high involvement of the director in matters related to the family and the students is highlighted, and in contrast, the low involvement of the teaching staff in the center, which hinders the development of distributed leadership practice

Molecular epidemiology of Kaposi sarcoma virus in Spain

Background: Since human herpesvirus 8 (HHV-8) infection may be underestimated and HHV-8 subtype circulation in Spain remains unknown, a molecular epidemiologic study is highly desirable. Objectives: This study aimed to analyse HHV-8 subtype diversity and their distribution in Spain. Study design: The study included 142 HHV-8 infected patients. A nested PCR was developed in order to permit Sanger sequencing of HHV-8 K1 ORF directly from clinical samples received at the CNM from 2013 to 2021. Phylogenetic characterization was performed. Results: Genotypes A and C comprised 55.6% and 42.3% of strains. Regarding subtypes, 25.4% of strains were C3, 19.7% were A3, 14.1% were A5, and C2, A1, A4, C1, A2, C7 were 11.3%, 11.3%, 8.5%, 4.2%, 2.1% and 1.4%, respectively. Subtype E1, E2 and B1 were found in only one patient each (0.7%). The Madrid region accounted for 52.1% of patients and showed a significantly different subtype distribution compared to the others (P = 0.018). Subtypes B1, E1, and E2 were observed to appear sporadically, although overall genotypes A and subtype C3 remained the most frequent and unwavering. Subtype A3 presented the highest diversity as displayed by the highest number of clusters in phylogenetic analysis. Non-significant differences in viral loads between genotypes were found, but significantly higher viral loads in subtype C2 compared to subtype C3 was found, while no significant subtype differences were observed between subtypes within genotype A. Infections with HHV-8 were detected in 94 (66.2%) patients without KS and compared to patients with KS non-significant differences in subtype distribution were found. Conclusions: Subtype prevalence and regional distribution followed a similar pattern compared to other western European countries. Our study is the first to report HHV-8 subtypes E1 and E2 circulating in Europe that might be reflective of migration of population from Caribbean countries. Our study suggests that infection by HHV-8 is underestimated, and wider screening should be recommended for risk groups.This work was supported by funds and a grant from Instituto de Salud Carlos III. Project code MPY 1372/2012 and MPY 434/2021. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.S

Alcohol and drug use by Spanish drivers: Comparison of two cross-sectional road-side surveys (2008–9/2013)

Producción CientíficaDriving under the influence of substances (DUI) other than alcohol has been the subject of increasing interest over the past few decades (Schulze et al., 2012). As with alcohol, research has shown that drug intake increases the risk of road traffic accidents (Elvik, 2013; Schulze et al., 2012; Verstraete & Legrand, 2014). Intervention in this area is a priority. A key factor for deterring DUI is to convince drug-using drivers that the risk of detection is high (Jones, Donnelly, Swift, & Weatherburn, 2006; Watling, Palk, Freeman, & Davey, 2010) thus, adequate law enforcement, and the continuity of roadside testing for drug use among drivers, play an important role (Shepherd, 2001; Watson & Freeman, 2007). For the European Project DRUID (Driving under the Influence of Drugs, Alcohol and Medicines; http://www.druid-project.eu), roadside surveys were conducted in 13 European countries and results showed large differences in the prevalence of alcohol and drug intake by country (Schulze et al., 2012). The highest prevalence was found in Southern Europe (Italy, Spain and Portugal). In Spain, avoiding driving after alcohol or drug use has been recognized as crucial to improving road safety. Five years after the DRUID project, a new roadside survey was conducted following a similar methodology in order to study whether the use of alcohol and drugs among Spanish drivers had changed

Establishment of framework for classification/categorisation and labelling of medicinal drugs and driving

The establishment of criteria for a European categorisation will have to serve most of the needs of all parties involved: health professionals, drug regulatory agencies, drug manufacturers and patients. Clear warnings and symbols are needed so patients use their medicines in the most optimal (and safest) way possible The DRUID WP4 expert group established and agreed that, according to its influence on the ability to drive, a medicine could, regarding to driving, be categorized as followed: • category 0 (no or negligible influence on fitness to drive), • category I (minor influence on fitness to drive), • category II (moderate influence on fitness to drive), • and category III (severe influence on fitness to drive). The DRUID methodology on categorisation/labelling on medicines and driving. In summary, categorisation of a medicine on driving includes several steps of evaluation after taken into account the conditions of use of the medicine on the European Union market: 1. Pharmacodynamic and pharmacokinetic data 2. Pharmacovigilance data (including prevalence of unwanted effects reported in the SmPC) 3. Experimental and epidemiological data 4. Additional data derived from the Patient Information Leaflet (PIL) and existing categorisation systems 5. Synthesis Básically conditions of use of the medicine, pharmacodynamics, pharmacokinetic data, and pharmacovigilance data (including prevalence of unwanted effects) were derived from the SmPC, while section 3 was based on a scientific literature serach. Additional data step consisted of reviewing section 4.7 of the SmPC “Effects on ability to drive and use machines” and the PIL section on “driving and using machines” as well as reviewing the previous categorisations (if available) of the medicine in Belgium, France, Spain as well as to the ICADTS list. After evaluating all the available data, a provisional category was assigned to each active substance. The provisional category was proposed and discussed during WP4 meetings where a final and definitive category was assigned and approved by all WP4 partners.Biología Celular, Histología y Farmacologí

Study of the different learning environments using secondary education students’ voices: A class, a multiple case study

El propósito de este trabajo es que el alumnado de ESO, en 4 centros de características diversas, a través de sus voces, describa sus entornos, identifiquen ventajas e inconvenientes de cada uno de ellos y áreas de mejora. Basándonos en los trabajos de Peng (2015), Yang, Bezerik-Gerber y Mino (2013), y Castro-Pérez y Morales-Ramirez (2015), los elementos del entorno sobre los que vamos a investigar van a estructurarse en: físico, de enseñanza, de aprendizaje y motivacional. Desarrollaremos un estudio de casos multiple (Stake, 2006) en cada centro educativo. Utilizaremos la metodología de las voces de los estudiantes, por lo que el alumnado actuará como co-investigadores y los instrumentos de recogida de datos serán actividades de aula. Esta metodología se ha usado en otras investigaciones como medio para explorar las prácticas inclusivas y como medio para mejorar los aprendizajes y la enseñanza (Adderley et al., 2015; Ainscow y Kaplan, 2005; Messiou, 2006, 2012, 2014)The purpose of this research is to know through secondary students’ voices of 2nd or 3rd course of 4 High Schools with different characteristics, how they perceive the environments where they work, the advantages and disadvantages of each, and which areas they want to change to improve their learning. According to Peng’s, 2015, Yang, Bezerik-Gerber y Mino’s (2013), and Castro-Pérez y Morales-Ramirez’s (2015) works, the elements of the environment are structured in accordance with 4 aspects: physical, teaching, learning and motivational. We are going to develop multiple case studies (Stake, 2006) in each secondary school. This research also draws on the use of students’ voices. So, learners’ll act as coresearches, and we collect data using activities. Students’ voices have been used in research as a way of exploring and developing inclusive practices in schools. Also, as a means of identifying ways to improve learning and teaching in schools (Ainscow y Kaplan, 2005; Messiou, 2006, 2012, 2014; Adderley et al., 2015

Spectral response of dielectric nano-antennas in the far- and near-field regimes

Recent studies show that the spectral behaviour of localized surface plasmon resonances (LPSRs) in metallic nanoparticles su er from both a redshift and a broadening in the transition from the far- to the near-field regimes. An interpretation of this efect was given in terms of the evanescent and propagating components of the angular spectrum representation of the radiated eld. Due to the increasing interest awakened by magnetodielectric materials as a both low-loss material option for nanotechnology applications, and also for their particular scattering properties, here we study the spectral response of a magnetodielectric nanoparticle as a basic element of a dielectric nano-antenna. This study is made by analyzing the changes su ered by the scattered electromagnetic field when propagating from the surface of this dielectric nanostructure to the far-zone in terms of propagating and evanescent plane wave components of the radiated fields.This research was supported by MICINN (Spanish Ministry of Science and Innovation) with project FIS2013- 45854-P