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Innovative Approaches to Educational Leadership

Selected Cases

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Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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Foreword (Gary M. Crow)

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Foreword

GARY M. CROW



There is ample evidence in the literature that leadership matters for organizational improvement, culture building, and student achievement. However, not all leadership matters in a positive, innovative, and value-based way. Most of us have experiences of leaders who are culturally irrelevant, morally devoid, student insensitive, and aimed at maintaining the status quo. The editors and authors of Innovative Approaches to Educational Leadership: Selected Cases, have compiled rich descriptions and examples of a variety of innovative leadership approaches, which provide the opportunity for educational leadership researchers and scholar-practitioners to broaden our understanding of how leadership should matter.

The chapter authors broaden our perspectives on innovative leadership in a variety of ways. First, they provide rich literature reviews of diverse leadership perspectives, including authentic leadership, relational leadership, practical leadership, process educational leadership, culturally relevant leadership, servant leadership, and leaders who are researchers. This use of diverse leadership perspectives benefits us by identifying areas typically ignored in traditional leadership studies. Two examples seem relevant here. Horton, Willis and Brown’s discussion of process educational leadership remind us that process and performance go hand in hand and that continuous improvement is a necessary part of leadership. This provides a much needed balance to the traditional outcome-based leadership practices and policies. Furthermore, two chapters, by Vaughan and Bogotch on imaginative action research and Crow and Ensley using improvement science frameworks, highlight exciting new avenues in which researcher...

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