Transformative Leadership: A Primer both delivers a complete and engaging overview of transformative leadership and also clearly distinguishes it from other popular approaches to leadership. Hence, this will be the text of choice for many graduate courses in educational leadership. Carolyn M. Shields shows how the tenets of transformative leadership interact with one another, and how they provide a lens for leadership that offers an excellent, inclusive, equitable, and socially just education for all students. Using anecdotes and narratives drawn from empirical research, as well as current data, Dr. Shields establishes how transformative leadership comprises a comprehensive approach to leadership in highly diverse contexts, and how it can empower students who are traditionally marginalized due to race, ethnicity, sexual orientation and gender identity, home language, or religion. Accepting a mandate for educational change, reconstructing knowledge frameworks, and redistributing power in more equitable ways are starting points for transformative leaders. Changing the structures, cultures, curricula, and pedagogies of the school to be more democratic and emancipatory; acknowledging our interconnectedness and interdependence with global neighbors; and accepting responsibility for promoting both public and private good are processes that implement the transformation. Taken together, these changes cannot be accomplished without considerable collaboration, conversation, and moral courage. No leader wanting to promote excellence and equity for all should be without this primer that offers a new way of thinking about all aspects of schooling, from facilities and fiscal issues to academic programs and school policy. Transformative leadership offers a promising and robust theory of change for all situations and contexts.

The Bakhtin Primer offers a truly new and innovative approach to leading and reforming schools. It delves into some of Bakhtin's most salient concepts - chronotope, polyphony and heteroglossia, dialogue and dialogism, and carnival - and presents them as the basis for a comprehensive reform agenda - one that focuses on high levels of student achievement and on socially just and inclusive educational practice. The primer demonstrates the relevance of theory to educational practice and presents it in clear, concise language coupled with numerous illustrative examples to make the ideas accessible to readers. It elaborates the importance of thinking about dialogue, not just as talk, but as an ontological concept that informs how we embrace the diversity inherent in our world. It explores how dialogue and carnival can disrupt the status quo and confront inequitable practices and relationships. It argues that education informed by Bakhtin's concepts would be more open, more conscious of inquiry, ambiguity, incompleteness, complexity, and relationships than traditional, more rational approaches. It would challenge, and teach students to question authoritative views and traditions and lead them to develop important understandings about our interconnectedness as well as how to interact with and learn from differences across time, place, class, and culture.

Today, educators are looking for ways to utilize classroom time more effectively. Many thoughtful and forward-looking educators have reorganized the school calendar from the traditional nine-month model to one which is more balanced, and they have experienced the effects of calendar modification in the classroom, school, district, and community. Balancing the School Calendar is a compilation of perspectives and research reports from those who have experienced the urgent necessity of reorganizing time to effectuate better learning situations for students. Chapter authors have implemented, studied, or contemplated school calendar change and the results of the change.

Research and Educational Leadership is the first book to directly address the implications of the National Research Council's (NRC's) Scientific Research in Education (2002) in the fields of educational leadership and school administration. This text points out the strengths and weaknesses of the NRC's recommendations and specifically identifies areas that are not likely to lead to either theoretical or practical advances in practice or new knowledge if the NRC's guidelines become dominant in determining the value of research. Research and Educational Leadership is an invaluable tool in rethinking how research is conducted in educational leadership and how public and private funding agencies should view research proposals for improving leadership practices in schools. It is also a key resource for teaching researchers to think more deeply about school leadership as they engage in dissertation research. Practitioners will also find the work an important reference in understanding what kinds of research are likely to promote improved comprehension of leadership practices and social justice.

Catch a new vision of leadership that fosters school communities that are socially just and academically excellent with this accessible guide. It combines promising theoretical perspectives with stories about practitioners and schools across the United States, Canada, and in the South Pacific (Fiji, Australia, and New Zealand) to show how, in many varied contexts, leaders are making a difference. Good Intentions Are Not Enough, is designed to raise the awareness of all concerned citizens about how to develop schools with diverse populations. Comprehensive and research-based, this book offers theories and practical ideas helpful to both teachers and administrators.

Today, educators are looking for ways to utilize classroom time more effectively. Many thoughtful and forward-looking educators have reorganized the school calendar from the traditional nine-month model to one which is more balanced, and they have experienced the effects of calendar modification in the classroom, school, district, and community. Balancing the School Calendar is a compilation of perspectives and research reports from those who have experienced the urgent necessity of reorganizing time to effectuate better learning situations for students. Chapter authors have implemented, studied, or contemplated school calendar change and the results of the change.

Research and Educational Leadership is the first book to directly address the implications of the National Research Council's (NRC's) Scientific Research in Education (2002) in the fields of educational leadership and school administration. This text points out the strengths and weaknesses of the NRC's recommendations and specifically identifies areas that are not likely to lead to either theoretical or practical advances in practice or new knowledge if the NRC's guidelines become dominant in determining the value of research. Research and Educational Leadership is an invaluable tool in rethinking how research is conducted in educational leadership and how public and private funding agencies should view research proposals for improving leadership practices in schools. It is also a key resource for teaching researchers to think more deeply about school leadership as they engage in dissertation research. Practitioners will also find the work an important reference in understanding what kinds of research are likely to promote improved comprehension of leadership practices and social justice.

Framed by real stories and grounded in research, the second edition of Transformative Leadership in Education presents an alternative approach to leadership that is engaged, active, and courageous. Noted scholar Carolyn M. Shields explores the concept of transformative leadership and its potential to create learning environments that are academically excellent, equitable, inclusive, and socially just, even in the face of the volatile, uncertain, complex, and ambiguous world of education today. Chapters combine contemporary research findings with stories of schools, leaders, students, teachers, and community members to demonstrate that transformative leadership can promote academic achievement, family and community empowerment, democratic engagement, and global citizenship. This exciting text will appeal to all aspiring and practicing leaders who want to prepare students to be successful, caring, and engaged citizens of the global community. New in this edition: Updated end-of-chapter guiding questions to help readers reflect on their own practice and to apply the concepts in their own contexts. Enriched discussion of the interrelationships among the eight tenets of transformative leadership and leading for social justice. Elaborated discussion of the need for reflection, grounding, and spiritual connections on the part of transformative leaders. Expanded discussion of refugee and transgender students. Supplemental eResources to prompt further dialogue and reflection, downloadable at www.routledge.com/9781138633773.

This exciting book explores the concept of transformative leadership and how leaders can create learning environments that are academically excellent, equitable, inclusive, and socially just. Grounded in research and real examples, Dr. Carolyn Shields presents an approach to leadership that is engaged, authentic, courageous, and effective in addressing the needs of today's diverse student bodies. Featuring examples from schools and leaders, questions for reflection, downloadable eResources, and links to useful websites, Becoming a Transformative Leader is an invaluable and practical guide for school administrators, teacher leaders, and district leaders concerned about the uneven educational playing field for students in our schools.

Educational institutions, and in particular educational leaders, play critical roles in identifying and rectifying the many inequities that oppress, marginalize, and exclude individual students, educational actors, and some minoritized groups in Canadian education. Leading for Equity and Social Justice provides a deep look at some of these inequities and injustices and offers transformative leadership as one way for leaders to stimulate, support, and foster equitable and socially just practices in educational institutions. This collection emphasizes the systemic nature of inequality and supports the necessity of systemic change to target not only individuals but also structures, policies, and far-reaching practices. Focusing on various marginalized groups - including the Indigenous community, LGBTQ2S+ peoples, refugees, newcomers, and specific groups of teachers - chapters explore transformative leadership in practice and how to achieve inclusion, respect, and excellence in schools. Arguing that leadership involves much more than simply putting policy into practice, Leading for Equity and Social Justice promotes the need for leaders to recognize their role as advocates and activists.

This exciting book explores the concept of transformative leadership and how leaders can create learning environments that are academically excellent, equitable, inclusive, and socially just. Grounded in research and real examples, Dr. Carolyn Shields presents an approach to leadership that is engaged, authentic, courageous, and effective in addressing the needs of today's diverse student bodies. Featuring examples from schools and leaders, questions for reflection, downloadable eResources, and links to useful websites, Becoming a Transformative Leader is an invaluable and practical guide for school administrators, teacher leaders, and district leaders concerned about the uneven educational playing field for students in our schools.

Framed by real stories and grounded in research, the second edition of Transformative Leadership in Education presents an alternative approach to leadership that is engaged, active, and courageous. Noted scholar Carolyn M. Shields explores the concept of transformative leadership and its potential to create learning environments that are academically excellent, equitable, inclusive, and socially just, even in the face of the volatile, uncertain, complex, and ambiguous world of education today. Chapters combine contemporary research findings with stories of schools, leaders, students, teachers, and community members to demonstrate that transformative leadership can promote academic achievement, family and community empowerment, democratic engagement, and global citizenship. This exciting text will appeal to all aspiring and practicing leaders who want to prepare students to be successful, caring, and engaged citizens of the global community. New in this edition: Updated end-of-chapter guiding questions to help readers reflect on their own practice and to apply the concepts in their own contexts. Enriched discussion of the interrelationships among the eight tenets of transformative leadership and leading for social justice. Elaborated discussion of the need for reflection, grounding, and spiritual connections on the part of transformative leaders. Expanded discussion of refugee and transgender students. Supplemental eResources to prompt further dialogue and reflection, downloadable at www.routledge.com/9781138633773.