Abstract
This study focuses on Special Education Leadership implementing methodological individualism, tenants of Austrian economics, and educational anarchism at a non-public, non-profit school specializing in autism. This study utilizes a Principal Entrepreneurship framework to assess the efficiency of school finance practices during the initial stages of a comprehension intervention for school turnaround. The scope of this study encompasses school leadership transition during a six-month time-frame at non-public day school serving 32 students from 10 different local education agencies across the Commonwealth of Virginia. Session participants will gain insight from how a school leader addressed the “knowledge problem” (Hayek, 1937) prevalent in special education services through polycentricity leadership practices couched the application of Austrian economics and how free market practices contributed to the peace process.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
School Finance, Action Research Theory, Educational Leadership, Special Education
