| Description |
1 online resource |
| Series |
Transgressions, cultural studies and education ; v. 91 |
|
Transgressions (Rotterdam, Netherlands) ; v. 91.
|
| Contents |
A Call for Engaged Leadership -- TABLE OF CONTENTS -- CHAPTER 1: INTRODUCTION -- CHAPTER 2: A CALL FOR ENGAGED LEADERSHIP -- LEADERSHIP THEORY -- REFERENCES -- CHAPTER 3: A CALL FOR ENGAGED LEADERSHIP: A Personal Perspective -- ESTABLISH A MORE ENGAGING AND RIGOROUSACADEMIC ENVIRONMENT -- Academic Affairs -- DEVELOP A PROCESS LEADING TO FINANCIAL SUSTAINABILITY Established and implemented a budget building and management process that -- IMPROVE THE PHYSICAL PLANT -- CHAPTER 4: A CULTURE OF DEFEAT -- LOOKING BACK -- CONTROL -- QUESTIONS AND SOME ANSWERS |
|
UncloakingMOVING FORWARD -- CONCLUDING THOUGHTS -- REFERENCES -- CHAPTER 5: A CULTURE OF POSSIBILITIES -- REFERENCES -- CHAPTER 6: ENGAGED LEADERSHIP: A Cultural Perspective -- INTRODUCTION -- DISCUSSION -- THINKING ABOUT CULTURE QUESTIONNAIRE -- SCHOOL CULTURE � SCENARIO ONE -- SCHOOL CULTURE � SCENARIO TWO -- Assimilation/Essentialism Perspective -- TOLERANCE PERSPECTIVE -- MULTICULTURAL PERSPECTIVE -- INCLUSION PERSPECTIVE -- Translations -- REFERENCES -- CHAPTER 7: ACTIONS OF AN ENGAGED LEADER -- INTRODUCTION |
|
DIVERSITY � INCLUSION � ENGAGED LEADERSHIPA PROCESS OF BECOMING -- MOVING THROUGH STAGES -- IDENTITY -- PRESENCE -- INTENTIONALITY -- INCLUSIVENESS -- STEPPING TOWARDS INCLUSIVENESS -- CONNECTIONS -- IDENTITY -- PRESENCE -- INTENTIONALITY -- REFERENCES -- APPENDIX A -- KEY WORDS -- APPENDIX B -- DEVELOPING NEW QUESTIONS -- CHAPTER 8: THE POWER OF CONVERSATIONS -- REFERENCES -- CHAPTER 9: TODAY�S PUBLIC SCHOOLS: A Need for Change -- TRANSFORMATION BY RONALD FERGUSON -- CHRISTOPHER POOLE -- LEARNERS -- TERRI MADISON -- Teachers |
|
LEADERSHIPREFERENCES -- CHAPTER 10: PREPARING TO BECOME AN ENGAGED LEADER: Learning from Failure -- DREAMS -- APPENDIX C -- INCL 3323 THE IMPACT OF LABELS IN AMERICA -- Course Description -- Instructional Goals -- Learning Outcomes -- Methods of Instruction -- Course Content -- Course Evaluation -- INCL 3333 SOCIAL NETWORKING -- Course Description -- Instructional Goals -- Learning Outcomes -- Methods of Instruction -- Course Content -- Course Evaluation -- INCL 3343 THE POWER MOVEMENTS OF THE �60S -- Course Description -- Instructional Goals |
|
Learning OutcomesMethods of Instruction -- Course Content -- Course Evaluation -- INCL 3353 GLOBALIZATION: IS THE WORLD REALLY FLAT? -- Course Description -- Course Instructional Goals -- Learning Outcomes -- Methods of Instruction -- Course Content -- Course Evaluation -- INCL 4323 MUSIC, FILM, AND MEDIA � IT�S ALL IN THE WAYONE LOOKS AT THINGS -- Course Description -- Course Instructional Goals -- Learning Outcomes -- Methods of Instruction -- Course Content -- Course Evaluation -- INCL 4333 EDUCATION FOR SOCIAL CHANGE -- Course Description |
| Summary |
Most, if not all, individuals who have given any thought to the subject believe that students and teachers in today's public schools deserve better. They deserve the same types of teaching and learning environments that are often found in elite private schools. Teachers in these environments combine the best of essentialist and progressive educational philosophies that cause students to become highly skilled critical thinkers. Teachers, most of them, have the skills to deliver both the science and the art of teaching and learning. The science here represents the wealth of knowledge needed in their particular fields of study and teaching. The art refers to the ability to connect the knowledge their students possess with the information they want them to learn. Students in these environments are active, engaged learners ... and teachers. Leadership facilitates a process to support these highly interactive teaching and learning environments. Leaders who are most successful in this work demonstrate a commitment to engagement. To lead with a commitment to engagement means to value every person's self-identity, their presence, and the gifts they bring to the organization. It means practicing inclusion intentionally. The inclusion of all voices involved in the life of the organization results in levels of synergy where excellence becomes the norm and even higher levels sought. Engaged leaders are personable, hand-on, supportive, facilitating, visionary, inclusive and very successful. It is the premise of this book that leadership should be focused on serving others in inclusive ways. Leadership should, as a primary task, help to create pathways that empower others to successfully complete the work at hand and to do so including all voices in the process |
| Analysis |
Education |
|
Education (general) |
| Bibliography |
Includes bibliographical references |
| Notes |
English |
| Subject |
Educational leadership.
|
|
School management and organization.
|
|
EDUCATION -- Leadership.
|
|
Education.
|
|
Sciences sociales.
|
|
Sciences humaines.
|
|
Educational leadership
|
|
School management and organization
|
| Form |
Electronic book
|
| ISBN |
9789462091139 |
|
9462091137 |
|
9462091110 |
|
9789462091115 |
|
9462091129 |
|
9789462091122 |
|
