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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.
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.
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