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Relevant bibliographies by topics / Inclusive leadership

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Academic literature on the topic 'Inclusive leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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Journal articles on the topic "Inclusive leadership"

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Williams, Ruth. "Inclusive leadership." Nursing Management 24, no. 3 (2017): 12. http://dx.doi.org/10.7748/nm.24.3.12.s12.

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Kugelmass, Judy W. "Inclusive Leadership." Teachers College Record: The Voice of Scholarship in Education 108, no. 8 (2006): 1534–37. http://dx.doi.org/10.1177/016146810610800802.

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Crossman, Joanna Elizabeth, Gary Roberts, Kerri Heath, Mark P. Kriger, Eric Schockman, and Dung Tran. "Creating Inclusive Organizations Through Wise Leadership, Servant Leadership & Inclusive Leadership." Academy of Management Proceedings 2019, no. 1 (2019): 11038. http://dx.doi.org/10.5465/ambpp.2019.11038symposium.

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Perlusz, Andrea. "Inclusive School Leadership." Fogyatékosság és Társadalom 7, no. 2 (2021): 25–34. http://dx.doi.org/10.31287/ft.en.2021.2.4.

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Sugiyama, Keimei, Kevin V. Cavanagh, Chantal van Esch, Diana Bilimoria, and Cara Brown. "Inclusive Leadership Development." Journal of Management Education 40, no. 3 (2016): 253–92. http://dx.doi.org/10.1177/1052562916632553.

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Piccioli, Marianna. "Self-assessment and self-improvement as inclusive school development." Form@re - Open Journal per la formazione in rete 22, no. 1 (2022): 30–48. http://dx.doi.org/10.36253/form-12645.

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What are the strengths and weaknesses in the cultures, management policies and organizational practices that make an educational institution inclusive? This is the question we try to answer with this investigation, using the comparative element between the Italian and the Catalan school systems. This work is based on three theoretical frameworks: inclusive education in coherence with the Disability Studies approach; autonomy and leadership for inclusion and the self-evaluation and self-improvement processes as an inclusive school development in accordance with the perspective proposed by the I

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Xiaotao, Zheng, Xiaoling Yang, Ismael Diaz, and Mingchuan Yu. "Is too much inclusive leadership a good thing? An examination of curvilinear relationship between inclusive leadership and employees’ task performance." International Journal of Manpower 39, no. 7 (2018): 882–95. http://dx.doi.org/10.1108/ijm-01-2017-0011.

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Purpose The purpose of this paper is to examine the inclusive leadership’s too-much-of-a-good-thing effect (TMGT effect) and illustrate the possibility of the potential drawbacks of inclusive leadership. Design/methodology/approach In total, 191 questionnaires were valid and used in the study. Employee participants were asked to report their direct supervisor’s inclusive leadership. Employees’ direct supervisors were asked to rate employees’ task performance to minimize common method variance. The authors use regression analysis to test the hypothesis. Findings An inverted U-shape characterize

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Paiuc, Dan. "Cultural Intelligence as a Core Competence of Inclusive Leadership." Management Dynamics in the Knowledge Economy 9, no. 3 (2021): 363–78. http://dx.doi.org/10.2478/mdke-2021-0024.

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Abstract We live and work in a fast-paced multicultural world where change is becoming a new constant. In this context, in which racially and ethnically diverse companies are 35% more likely to perform better, inclusive leadership’s role becomes crucial. Knowing to handle and fructify diversity and inclusion (DI) is now crucial for any multicultural businesses’ expansion and development. On the other hand, cultural intelligence (CQ) refers to relating and working effectively and efficiently in culturally diverse situations. The purpose of this paper is to study and present a systematic bibliom

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Sun, Peng, Xiaode Zuo, Xin Liu, Hui Huang, and Mengting Wen. "Inclusive Leadership: Beyond Diversity to True Equity." International Journal of Science and Business 33, no. 1 (2024): 34–43. https://doi.org/10.58970/IJSB.2313.

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This article delves into the imperative shift from diversity to true equity in organizations, emphasizing the pivotal role of inclusive leadership. It traces the evolution of diversity and inclusion efforts, elucidates the essence of inclusive leadership, and underscores the compelling business case for achieving equity. The article elucidates the attributes and behaviors of inclusive leaders and provides strategies for overcoming challenges in implementing inclusive leadership. Additionally, it offers a structured framework for leaders to develop and refine their inclusive leadership skills.

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Latha, Dr D. S. "Fostering Resilience Through Inclusion: The Role of Inclusive Leadership in the Workplace." International Scientific Journal of Engineering and Management 04, no. 05 (2025): 1–7. https://doi.org/10.55041/isjem03344.

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Abstract: This study investigates the impact of inclusive leadership on employee resilience within an organization. Utilizing a quantitative descriptive research design and convenience sampling of 119 employees, the study examined the relationship between inclusive leadership dimensions (fair treatment, openness, understanding in communication, and integration into the unit) and employee resilience. The findings reveal a statistically significant positive correlation and influence of inclusive leadership on employee resilience, accounting for 18.6% of its variability. Furthermore, the study fo

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Dissertations / Theses on the topic "Inclusive leadership"

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Kanisin, Githathevi. "Leadership commitment to inclusive dialogue." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435871.

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Vorapanya, Sermsap 1974. "A Model for Inclusive Schools in Thailand." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9487.

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xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was

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Jekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.

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<p> Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three

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Preston, Heather Paige. "Come Together: Inclusive Leadership and Public Relations Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.

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Driscoll, William Russell. "Leadership for Inclusive Practices: Border Crossing for Refugee Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108827.

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Thesis advisor: Lauri Johnson<br>The United Nations High Commissioner for Refugees estimates that more than half of the 22.5 million refugees worldwide are children. Among the consequences of fleeing their homes because of violence, war and persecution, families and children face a crisis level of interruption to their educational opportunities. As the United States continues to lead the world in welcoming asylum seekers, educational leaders must prepare for an increasing population of transnational students (Bajaj & Bartlett, 2017). Public schools in Massachusetts offer a unique perspecti

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Buwalda, Herbert J. "Growing as an inclusive congregation." Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.

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Quinn, Jayne M. "The Catholic School Principal and Inclusive Leadership: A Quantitative Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/270.

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The Holy See (2008) and the United States Conference of Catholic Bishops (1995) stated that all students, including those with disabilities, have the right to a quality education and special attention should be given to those who are disenfranchised by having a disability (National Conference of Catholic Bishops, 1972). Based on a literature review of characteristics that embrace inclusive Catholic school leadership in elementary schools in the Archdiocese of Los Angeles, the following research question was developed and used as the focus for this study: How prepared do Catholic elementary sch

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Choquette, Beth N. "Leadership for Inclusive Practices: Supporting Students Who Have Experienced Trauma." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108783.

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Thesis advisor: Lauri Johnson<br>For students who have experienced trauma, to succeed academically and feel that their social/emotional needs are being met, district and school leaders must create inclusive environments where students feel welcome, taken care of, and safe. This qualitative case study, part of a larger group study of inclusive leadership practices, examined how district and school leaders in a Massachusetts public school district provided an inclusive environment for students who have experienced trauma. The study utilized a qualitative case study design which included 24 semi-

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Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community

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Slater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.

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Books on the topic "Inclusive leadership"

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Kugelmass, Judy W. Inclusive leadership; leadership for inclusion: Full report. National College for School Leadership, 2003.

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Adapa, Sujana, and Alison Sheridan, eds. Inclusive Leadership. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60666-8.

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Wuffli, Peter A. Inclusive Leadership. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23561-5.

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Ferdman, Bernardo M., Jeanine Prime, and Ronald E. Riggio. Inclusive Leadership. Edited by Bernardo M. Ferdman, Jeanine Prime, and Ronald E. Riggio. Routledge, 2020. http://dx.doi.org/10.4324/9780429449673.

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Wang, Jiunwen, and Sabine Hoidn. Inclusive Leadership. SAGE Publications, Inc., 2023. http://dx.doi.org/10.4135/9781071909331.

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Davis, Jillian. Inclusive Leadership Competencies. Edited by Joanne Barnes, Brad Grubb, and Janice Branch Hall. SAGE Publications, Inc., 2024. http://dx.doi.org/10.4135/9781071956564.

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Ruairc, G. Mac, E. Ottesen, and R. Precey. Leadership for Inclusive Education. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-134-4.

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author, Williams Cheryl, ed. Inclusive Leadership, Global Impact. Aperian Global, 2021.

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Hollander, Edwin Paul. Inclusive leadership: The essential leader-follower relationship. Routledge, 2009.

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Mendelsohn, David Benjamin. Inclusive Leadership: Exploration of Individual and Situational Antecedents. [publisher not identified], 2021.

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Book chapters on the topic "Inclusive leadership"

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Murphy, Joanne. "Inclusive Leadership." In Leadership and Leadership Development. Routledge, 2025. https://doi.org/10.4324/9781032624976-6.

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Ross, Dyann. "Inclusive Leadership." In Encyclopedia of Sustainable Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-02006-4_188-1.

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Ferdman, Bernardo M. "Inclusive Leadership." In Inclusive Leadership. Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-1.

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Nishii, Lisa H., and Hannes L. Leroy. "Inclusive Leadership." In Inclusive Leadership. Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-12.

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Shyamsunder, Aarti. "Inclusive Leadership." In Inclusive Leadership. Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-17.

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Lukensmeyer, Carolyn J., and Lars Hasselblad Torres. "Inclusive Leadership." In Inclusive Leadership. Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-21.

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Prime, Jeanine, Bernardo M. Ferdman, and Ronald E. Riggio. "Inclusive Leadership." In Inclusive Leadership. Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-29.

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Workman-Stark, Angela L. "Inclusive Leadership." In Inclusive Policing from the Inside Out. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53309-4_9.

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Ross, Dyann. "Inclusive Leadership." In Encyclopedia of Sustainable Management. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25984-5_188.

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Penney, Sherry H., and Patricia Akemi Neilson. "Inclusive Leadership." In Next Generation Leadership. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230107694_6.

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Conference papers on the topic "Inclusive leadership"

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Fagerland, Benja, and Annita Fjuk. "THE DYNAMIC LEADERSHIP MODEL (DLM) AND EMPLOYEESHIP: A CATALYST FOR INCLUSIVE AND RESILIENT EDUCATIONAL LEADERSHIP IN THE AI ERA." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0874.

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Silva, Jennifer, Alexandre Ventura, and Diana Oliveira. "RESEARCH PROJECT ON EXTERNAL EVALUATION OF SCHOOLS: POLICIES AND LEADERSHIP IN DEVELOPING AN INCLUSIVE SCHOOL." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0988.

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Tiwari, Dr Yashi. "INCLUSIVE LEADERSHIP: UNLOCKING ORGANIZATIONAL PERFORMANCE." In ransforming Knowledge: A Multidisciplinary Research on Integrative Learning Across Disciplines. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/ic250206.

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Inclusive leadership is a pivotal approach to fostering organizational performance by embracing diverse perspectives and promoting equitable opportunities for all members. This leadership style emphasizes collaboration, open communication, and a culture where individuals from diverse backgrounds, experiences, and identities feel valued and included. The concept of inclusive leadership goes beyond diversity and inclusion policies by embedding inclusivity into daily decision-making processes, team dynamics, and organizational strategies. By leveraging diverse talents and viewpoints, organization

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Al-Harthi, Aisha Salim Ali, and Mahmoud Emam. "Leadership of technology in inclusive practice." In 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA). IEEE, 2017. http://dx.doi.org/10.1109/icta.2017.8336021.

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Duncan, Donnell, and Tony Carnell. "Inclusive Leadership and the Elements of Professionalism." In WEFTEC 2024. Water Environment Federation, 2024. http://dx.doi.org/10.2175/193864718825159480.

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LeVatte, Lynn, Christina Phillips, Shaun Ranni, Sarah MacRae, and Kristin O’Rourke. "Examining the Role of Hockey Leadership to Foster Inclusive Coaching Practices: Discussions from Atlantic Canada." In Linköping Hockey Analytics Conference LINHAC 2024. Linköping University Electronic Press, 2024. http://dx.doi.org/10.3384/ecp209003.

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Coaching has been widely examined in the sport of ice hockey. Technical skill development, player management, and the ability to improve performance have been very notable areas of inquiry. As the critical roles of coaching leadership and communication become clearer, there is limited research available which explores the context of inclusive hockey coaching leadership to support more equitable practices. This paper will focus on specific data extracted from a previous study completed by the authors in which general hockey leadership skills and professional development were explored. This pape

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Younas, Amjad, Daoping Wang, Basharat Javed, and Aboubacar Garba Konte. "Inclusive Leadership and Change-oriented Organizational Citizenship Behavior." In ICMSS 2020: 2020 4th International Conference on Management Engineering, Software Engineering and Service Sciences. ACM, 2020. http://dx.doi.org/10.1145/3380625.3380652.

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Celoria, Davide. "INCLUSIVE SOCIAL JUSTICE LEADERSHIP AND REQUISITE LEARNING EXPERIENCES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1818.

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Yu, Yuli. "Impact of Inclusive Leadership on Employees’ Adaptive Performance." In 2019 International Conference on Education Science and Economic Development (ICESED 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/icesed-19.2020.74.

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Reiter, Shoshi. "SCHOOL LEADERSHIP INNOVATION BUILDING ECOSYSTEM FOR INCLUSIVE SOCIETY." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0918.

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Reports on the topic "Inclusive leadership"

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Zhao, Sophia. Overcoming Barriers to Women’s Leadership. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2041.

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Dunne-Moses, Abigail, Marcia Alesan Dawkins, Valerie Futch Ehrlich, Cathleen Clerkin, and Chelsea Crittle. REAL: CCL’s Research-Based Leadership Framework for Equity, Diversity, and Inclusion in Action. Center for Creative Leadership, 2023. http://dx.doi.org/10.35613/ccl.2023.2056.

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Organizational cultures that emphasize fairness, connection and human-centeredness inspire more effective collaboration, are more economically efficient, and can manage conflict and crisis effectively.[i] Such cultures are also marked by less burnout and more engagement, retention, and satisfaction.[ii] These cultural values directly relate to promoting equity, diversity, and inclusion (EDI) in the workplace. Despite these well-known values, leaders do not always know how to talk about them or make them tangible and practical. REAL is a research informed framework crafted carefully to do exact

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Young, Ph.D., Viki M., and Alexandra Merritt Johnson, Ph.D. Sustainability in Inclusive Innovation: District-Community Solutions, Mindsets, and Practices. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/213.

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This paper examines the factors that supported sustainability under Inclusive Innovation, an R&D model where students, families, communities, and teachers engage with school and district leaders, researchers, and solution providers to co-research an educational challenge in context and to co-develop solutions to the challenge, with intentional goals to benefit students from historically and systematically excluded communities. Key sustainability factors include garnering buy-in at all levels of the system, iterating to improve implementation, embedding changes in existing structures, and c

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Hannah, Richard. Policy and Practice: Women’s Experiences and Advancement in Construction. NCCER, 2025. https://doi.org/10.64260/wic0423r1.

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This study explores the experiences of women in the construction industry through an extensive survey of 775 female participants directly involved in the industry. The research examines key challenges, including workplace culture, mentorship opportunities, leadership development, and career progression. Results reveal that while progress has been made toward greater advancement and promotion of women, significant barriers persist. This paper offers actionable recommendations for advancing women employees in the construction industry, including enhancing leadership programs, fostering inclusive

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Bonebrake, Victoria, Kelly Riedinger, Victoria Sellers, and Zach Williams. MoZAICS Project: State of the Field Study. Summary of findings from Survey #2, Sources of Info & Recommendations. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1168.

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The following pages describe initial findings from the first of four surveys administered in a state of the field study as part of the Modeling Zoos and Aquariums as Inclusive Communities of Science (MoZAICS) for Autistic Individuals project. This study was designed to look across the Association of Zoos and Aquariums (AZA) field to understand what inclusive practices zoos and aquariums are currently using to support autistic individuals across the full zoo/aquarium experience (e.g., general visit, programs, events, design of learning experiences, volunteering, internships and employment). In

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Bonebrake, Victoria, Kelly Riedinger, Victoria Sellers, and Zach Williams. MoZAICS Project: State of the Field Study. Summary of Findings from Survey #1, Current Practices. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1167.

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The following pages describe initial findings from the first of four surveys administered in a state of the field study as part of the Modeling Zoos and Aquariums as Inclusive Communities of Science (MoZAICS) for Autistic Individuals project. This study was designed to look across the Association of Zoos and Aquariums (AZA) field to understand what inclusive practices zoos and aquariums are currently using to support autistic individuals across the full zoo/aquarium experience (e.g., general visit, programs, events, design of learning experiences, volunteering, internships, and employment). In

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Bonebrake, Victoria, Kelly Riedinger, Victoria Sellers, and Zach Williams. MoZAICS Project: State of the Field Study. Overview of Study Findings. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1170.

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This report summarizes findings from three surveys (n=76) and focus groups (n=30) administered as part of the Modeling Zoos and Aquariums as Inclusive Communities of Science (MoZAICS) for Autistic Individuals project. This study was designed to look across the Association of Zoos and Aquariums (AZA) field to understand what inclusive practices zoos and aquariums are currently using to support autistic individuals across the full zoo/aquarium experience (e.g., general visit, programs, events, design of learning experiences, volunteering, internships and employment). Surveys asked zoo and aquari

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Araujo, María Caridad, Samuel Berlinski, Mariano Bosch, and Verónica Frisancho. Expanding Opportunities: Policies for Gender Equality and Inclusion: Executive Summary. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013252.

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This book examines the progress and persistent challenges in achieving gender equality and LGBTQ inclusion in Latin America and the Caribbean. Despite significant advances in women's education, health, and labor force participation, substantial gaps remain in areas such as economic opportunity and leadership representation, and gender-based violence remains high. The region has also witnessed a greater, though incomplete, acceptance of diverse sexual orientations and gender identities. The book proposes a comprehensive policy framework structured around three pillars: foundational policies, po

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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning

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Brown, Ryan, Kimberley Preston, Julie Risien, Miguel Goni, and Laurie Juranek. ARC-Learn Practitioner Guidebook : practical considerations for implementing an alternative model of undergraduate research experience. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1177.

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This guidebook is designed to be used by anyone in higher education who is interested in learning more and potentially utilizing some alternative design features to make undergraduate research experiences (UREs) more inclusive. This includes undergraduate advisors, project Principal Investigators, education specialists, instructors, program coordinators and leadership. While this program centered on the geosciences and focused on student development as researchers in the natural/physical sciences, many of the “lessons-learned” have relevance across disciplines.

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