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Leaders in schools, universities, and other organizations are
constantly bombarded with ethical dilemmas. They are challenged
with diverse student needs; contradictory approaches presented by
faculty and staff; rules and regulations that conflict with desired
outcomes, and more. To deal with these challenges, this book
advocates an inquiry method to respond to those diverse interests,
needs, and values in conflict in educational and other
organizational settings. The method the authors present seeks to
harness democratic practices for engaging in ethical deliberation
and conflict resolution. This book provides the foundation for
understanding ethical language as well as probing the tensions in
problem solving and ethical decision-making. It provides stories
and examples that enable readers to understand terms like
deontology, utilitarianism, religious attitudes, eco-feminism, and
social justice leadership. Readers are encouraged to test that
understanding by using an inquiry method for examining cases set in
schools, universities, and other settings to encourage creative
thinking and ethical leadership.
With dwindling funds and resources, tougher state and federal
standards, and fatigue from more regulations and testing, many
school administrators are giving up_or 'crashing' and leaving their
posts. This book examines the process of sustaining and retaining
quality leaders at the school and district levels. Beginning with a
foreword by Michelle D. Young on the importance of administrative
leadership in schools, subsequent chapters address: six steps of
critical organizational supports for leaders; the need for
socializing assistant principals into their roles; administrators'
perceptions of their administrative teams; school routines and
rituals; the need for administrator mentoring of Latina/Latino
leaders; the relationship between superintendent leadership and
principal job satisfaction and efficacy. Concluding with thoughts
about retaining and sustaining the best leaders in dynamic
environments, the various chapters offer contemporary views on
retaining and encouraging school administrators throughout the life
cycle. The chapters provide needed insight into what should and
must be done to grow the best leaders for U.S. schools.
School leaders are constantly challenged by diverse students and
conflicting interests between faculty and staff. They are often
called upon to make sense of ethical quagmires, where rules might
conflict with desired outcomes or personal values clash with
professional obligations. Negotiating these dilemmas can be
challenging, but democratic ethics can offer an effective process
to work through them. Drawing from the writings of John Dewey,
Leading Through the Quagmire advocates his notion that democracy is
an appropriate response to the multitude of conflicting interests,
needs, and values in educational settings. Moreover, Enomoto and
Kramer propose an inquiry method to harness democratic ethics for
engaging in fair deliberation and conflict resolution. This book
provides the foundation for understanding tensions, as well as the
methods and applications to navigate through them. Stories and
examples are provided to enable readers to understand such terms as
utilitarianism, ethical tensions, religious attitudes, and
eco-feminism in meaningful ways.
Leaders in schools, universities, and other organizations are
constantly bombarded with ethical dilemmas. They are challenged
with diverse student needs; contradictory approaches presented by
faculty and staff; rules and regulations that conflict with desired
outcomes, and more. To deal with these challenges, this book
advocates an inquiry method to respond to those diverse interests,
needs, and values in conflict in educational and other
organizational settings. The method the authors present seeks to
harness democratic practices for engaging in ethical deliberation
and conflict resolution. This book provides the foundation for
understanding ethical language as well as probing the tensions in
problem solving and ethical decision-making. It provides stories
and examples that enable readers to understand terms like
deontology, utilitarianism, religious attitudes, eco-feminism, and
social justice leadership. Readers are encouraged to test that
understanding by using an inquiry method for examining cases set in
schools, universities, and other settings to encourage creative
thinking and ethical leadership.
With dwindling funds and resources, tougher state and federal
standards, and fatigue from more regulations and testing, many
school administrators are giving up_or 'crashing' and leaving their
posts. This book examines the process of sustaining and retaining
quality leaders at the school and district levels. Beginning with a
foreword by Michelle D. Young on the importance of administrative
leadership in schools, subsequent chapters address: six steps of
critical organizational supports for leaders; the need for
socializing assistant principals into their roles; administrators'
perceptions of their administrative teams; school routines and
rituals; the need for administrator mentoring of Latina/Latino
leaders; the relationship between superintendent leadership and
principal job satisfaction and efficacy. Concluding with thoughts
about retaining and sustaining the best leaders in dynamic
environments, the various chapters offer contemporary views on
retaining and encouraging school administrators throughout the life
cycle. The chapters provide needed insight into what should and
must be done to grow the best leaders for U.S. schools.
School leaders are constantly challenged by diverse students and
conflicting interests between faculty and staff. They are often
called upon to make sense of ethical quagmires, where rules might
conflict with desired outcomes or personal values clash with
professional obligations. Negotiating these dilemmas can be
challenging, but democratic ethics can offer an effective process
to work through them. Drawing from the writings of John Dewey,
Leading Through the Quagmire advocates his notion that democracy is
an appropriate response to the multitude of conflicting interests,
needs, and values in educational settings. Moreover, Enomoto and
Kramer propose an inquiry method to harness democratic ethics for
engaging in fair deliberation and conflict resolution. This book
provides the foundation for understanding tensions, as well as the
methods and applications to navigate through them. Stories and
examples are provided to enable readers to understand such terms as
utilitarianism, ethical tensions, religious attitudes, and
eco-feminism in meaningful ways.
Coloring outside the Lines critically looks at mentoring from the
perspective of women who have been historically marginalized in
school leadership, and grounds itself in a variety of experiences,
including those of women school leaders of color.
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