Contributors to this volume examine structures and processes that school boards have in place directly relating to the process of principal or vice-principal succession. As well, they consider the effect that these structures and processes have upon staff and administrators themselves. These contributors investigate policies, procedures and practices that school boards employ in terms of leadership succession, and explore implications of these constructs for the sustainability of school improvement. This volume presents an overview of the process of principal or vice-principal succession, descriptions of school district practices surrounding this process and discussions regarding how succession procedures affect individuals and groups of individuals. This volume also highlights those board policies that incorporate practices used to develop models that support and allow administrators to succeed. It articulates how school leaders and staff members deal with change and improvement efforts in successive schools, as well as how board policies and practices support principals and vice-principals at any stage in the succession process. This volume is useful as a reference guide relating to transfer and rotation procedures in school systems across the nation.

Critical pedagogy is a field of theory and practice which has the potential to inspire thoughtful, committed teachers to make real differences for their most vulnerable students and, by doing so, extending social justice far beyond their students and into the larger society.

This text is about being sensitive to, respecting and honouring differences among individuals and groups of individuals. The editors ask how one begins to connect the professional lives of educators with a Critical democratic practice for the pluralistic milieu of the twenty-first century. While the editors of this volume come from different educational disciplines - that is, literacy and educational administration - they share common philosophies, common educational practices and common educational goals premised upon a democratic Critical education. However different these vantage points may appear, they are both rooted in the desire for positive social change.

It is this critical component that continuously asks: Who benefits? In whose interests are changes being effected? What are the power differentials? Are there hidden agendas? Hidden curriculums? Null curriculums? The book aims to address these concerns, through lived experiences of those involved in creating positive change. Through an integrated framework of Critical literacy, Critical learning and Critical leadership, some of the more prevalent and pernicious problems of humanity can be identified, engaged and rectified. Through concrete examples, the editors promote the concept that every educator, including students, can become agents of change.

Here is a book with numerous applications. It is intended to situate self-examination and issues-based learning in reality in a professional context in which teachers and students work to shape practices and identities. In this way, teachers can explore who they are as individuals, their understandings of themselves and their experiences, as well as the impact of these experiences in the classroom, the school, and the community. As a course book on teacher development, both for undergraduates and for teachers embarking on post-graduate work, the focus on real-life experience forges powerful links between the theoretical underpinnings of teaching and classroom practices. Burning Issues may also serve as a foundation book for coursework and workshops exploring research on teachers and teacher development. As a sourcebook for in-service teachers, the authors focus attention on real life experiences, theory, and practices associated with reflection and emancipation. The authors offer a vision for crafting a career-long tradition in critical inquiry. Educators of any stripe will find this text useful and informative.

Contributors to this volume examine structures and processes that school boards have in place directly relating to the process of principal or vice-principal succession. As well, they consider the effect that these structures and processes have upon staff and administrators themselves. These contributors investigate policies, procedures and practices that school boards employ in terms of leadership succession, and explore implications of these constructs for the sustainability of school improvement. This volume presents an overview of the process of principal or vice-principal succession, descriptions of school district practices surrounding this process and discussions regarding how succession procedures affect individuals and groups of individuals. This volume also highlights those board policies that incorporate practices used to develop models that support and allow administrators to succeed. It articulates how school leaders and staff members deal with change and improvement efforts in successive schools, as well as how board policies and practices support principals and vice-principals at any stage in the succession process. This volume is useful as a reference guide relating to transfer and rotation procedures in school systems across the nation.

Critical pedagogy is a field of theory and practice which has the potential to inspire thoughtful, committed teachers to make real differences for their most vulnerable students and, by doing so, extending social justice far beyond their students and into the larger society.

This text is about being sensitive to, respecting and honouring differences among individuals and groups of individuals. The editors ask how one begins to connect the professional lives of educators with a Critical democratic practice for the pluralistic milieu of the twenty-first century. While the editors of this volume come from different educational disciplines - that is, literacy and educational administration - they share common philosophies, common educational practices and common educational goals premised upon a democratic Critical education. However different these vantage points may appear, they are both rooted in the desire for positive social change.

It is this critical component that continuously asks: Who benefits? In whose interests are changes being effected? What are the power differentials? Are there hidden agendas? Hidden curriculums? Null curriculums? The book aims to address these concerns, through lived experiences of those involved in creating positive change. Through an integrated framework of Critical literacy, Critical learning and Critical leadership, some of the more prevalent and pernicious problems of humanity can be identified, engaged and rectified. Through concrete examples, the editors promote the concept that every educator, including students, can become agents of change.

Qualitative Research is changing as a result of postmodern influences which have changed the way research is interpreted and understood. This has prompted questions which have been knocking at the door of qualitative research for some time now: Who is the researcher in this research account? How does the researcher relate to his/her research? How can the researcher who reads qualitative research relate to and understand the nuances and complexities in qualitative research? How can this volume help us to, not only describe, effect and manage change, but help us to understand, imagine and affect policies, practices and procedures related to research?What can we learn from researchers at the top of their stride who have struggled in order to develop qualitative research?

The book includes illustrative interviews with world famous scholars.William Pinar, Norman Denzin, Henry Giroux, Zygmunt Bauman and Maxine Greeneinvite the student to engage reflectively and to figure out the rudiments and connections of research methodology and methods for theses.

The developed so called "The Five Contexts" serves as a theoretical framework for conducting, understanding and interpreting qualitative research in a variety of disciplines in this post-modern era .

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