How Can You Become the Boss traces the trajectory of knowledge, skills, and disposition beginning with the ones needed to lead oneself through to leading others to develop the knowledge, skills, and dispositions to lead themselves, and ultimately, using that knowledge, those skills, and dispositions for leading an organization to transformation. The goals is being able to lead a party of one before assuming that one can lead others. Leading an organization means transformation into more of what the organization was intended to be by its vision and mission. Leaders develop a personal vision and mission, use the 168 hours a week that everyone has to produce a result, hold a problem-solving frame of mind, cultivate a desire to learn, and productively use self-talk. Ultimately these leaders foster a team approach through a culture of participantship. They regard leadership as an action rather than a position. They see the future of leadership as collective, lateral, and integral and work with others from an abundance mentality. These leaders move forward in learning, using neuroscience findings to promote actions grounded in brain research and assuming responsibility as a way of being for the organization.

The purpose of this book is to not only persuade leaders that action research is leadership, but that leadership can be more deliberate in promoting human dignity when leaders engage in a reflective process of continuous improvement. An action research frame of mind is the impetus for efforts toward continuous improvement -- dissatisfaction with what is the beginning of improvement! The caveat is that leadership is not a position, leadership is action. Those who want to make their work better, their service better, their clients, customers, stakeholders, children, or students better -- are leaders, with or without a bureaucratic or hierarchical position. Professional leadership, executive leadership, company leadership, and everyday leadership requires action and reflection on those actions to determine the effectiveness of the continuous improvement process. The rationale for this book is to provide leaders at all levels with a framework that progresses through six steps of action and research from considering the challenge faced by the leader within an organization to reflecting on the improvement and next steps to continue the improvement process - thus Leading Up: From Problem to Possibility.

The purpose of this book is to not only persuade leaders that action research is leadership, but that leadership can be more deliberate in promoting human dignity when leaders engage in a reflective process of continuous improvement. An action research frame of mind is the impetus for efforts toward continuous improvement -- dissatisfaction with what is the beginning of improvement! The caveat is that leadership is not a position, leadership is action. Those who want to make their work better, their service better, their clients, customers, stakeholders, children, or students better -- are leaders, with or without a bureaucratic or hierarchical position. Professional leadership, executive leadership, company leadership, and everyday leadership requires action and reflection on those actions to determine the effectiveness of the continuous improvement process. The rationale for this book is to provide leaders at all levels with a framework that progresses through six steps of action and research from considering the challenge faced by the leader within an organization to reflecting on the improvement and next steps to continue the improvement process - thus Leading Up: From Problem to Possibility.

How Can You Become the Boss traces the trajectory of knowledge, skills, and disposition beginning with the ones needed to lead oneself through to leading others to develop the knowledge, skills, and dispositions to lead themselves, and ultimately, using that knowledge, those skills, and dispositions for leading an organization to transformation. The goals is being able to lead a party of one before assuming that one can lead others. Leading an organization means transformation into more of what the organization was intended to be by its vision and mission. Leaders develop a personal vision and mission, use the 168 hours a week that everyone has to produce a result, hold a problem-solving frame of mind, cultivate a desire to learn, and productively use self-talk. Ultimately these leaders foster a team approach through a culture of participantship. They regard leadership as an action rather than a position. They see the future of leadership as collective, lateral, and integral and work with others from an abundance mentality. These leaders move forward in learning, using neuroscience findings to promote actions grounded in brain research and assuming responsibility as a way of being for the organization.

Action Research in the Classroom: Helping Teachers Assess and Improve their Work guides teacher-researchers through the process of using action research in their practice to improve students' learning and teachers' teaching. The book uses actual classroom examples to assist aspiring, new, and veteran teachers and those who support them (administrators, department chairpersons, and mentors) in using a six-step process L.E.A.D.E.R. to successfully accomplish and share research conducted by actual classroom teachers. Each step in the L.E.A.D.E.R. process -- (1) L=Look at the Problem, (2) E=Examine what we know; (3) A=Acquire knowledge of school problem-solving; (4) D=Devise a plan for improvement; (5) E=Execute the plan; and, (6) R=Repeat steps and processes as needed -- can guide teachers, administrators, and even parents - and students - in solving their own problems and improving their learning and teaching.

This multidisciplinary collection of nine previously unpublished essays presents new research in three interlocking domains: tribal history with a special emphasis on Native women in the Southeast, language revitalization efforts and the narrative knowledge inherent in indigenous oral culture, and traditional educational systems in the context of the ongoing colonization of American Indian educational practices and values. This volume highlights Southeastern Indian issues and demonstrates the unique situation of women in tribes lacking (full) federal recognition or a more inclusive and multidisciplinary discussion of Native women in more than one tribal nation. Southeastern themes are linked with topics of concern by other tribal nations to show commonalities and raised awareness about the central experiences and contributions of Native women in the encounter and ongoing struggle with Euro-American systems of oppression and cultural erasure. This book spans the full gamut from naming women's experiences of historical trauma to their ongoing efforts at preserving and rebuilding their Native nations. The collection of essays is distinctive in its Indigenous hermeneutics in that it insists on a holistic view of time and place-based knowledge - the past still fully affects the present and gives the present depth and meaning beyond the linear flow of time. This book also features American Indian and non-American Indian scholars who are well known in American Indians studies, scholars beginning their career and scholars who, while not experts in American Indians studies, are considered experts in other disciplines and who recognize the unique attributes of Southeastern American Indian nations.

Action Research in the Classroom: Helping Teachers Assess and Improve their Work guides teacher-researchers through the process of using action research in their practice to improve students' learning and teachers' teaching. The book uses actual classroom examples to assist aspiring, new, and veteran teachers and those who support them (administrators, department chairpersons, and mentors) in using a six-step process L.E.A.D.E.R. to successfully accomplish and share research conducted by actual classroom teachers. Each step in the L.E.A.D.E.R. process -- (1) L=Look at the Problem, (2) E=Examine what we know; (3) A=Acquire knowledge of school problem-solving; (4) D=Devise a plan for improvement; (5) E=Execute the plan; and, (6) R=Repeat steps and processes as needed -- can guide teachers, administrators, and even parents - and students - in solving their own problems and improving their learning and teaching.

A documentary-style collection of stories, poems, essays, and interviews by Southeastern Native American women. Upon Her Shoulders is a collection of stories, poems, and prose by Southeastern Native American women whose narratives attest to the hard work and activism required to keep their communities well and safe. This collection highlights Native female voices in the Southeast, a region and its peoples rarely covered in other publications. The editors have deep roots in the scholarship and culture of Native women. Featured prominently is the Lumbee community, where two of the editors (members of the Lumbee tribe themselves) teach at the nearby University of North Carolina at Pembroke, a center for scholarship about the Lumbee people. This volume honors the Native American tradition of passing on knowledge through stories and oral histories. With contributions by both professional and everyday writers, the collection spotlights these societies that have raised girls from an early age to be independent and competent leaders, to access traditional Native spirituality despite religious oppression, and to fight for justice for themselves and other Native people across the nation in the face of legal and societal oppression.