How do we encourage meaningful growth in our schools and classrooms? With over a decade of research and development, including thousands of conversations with leaders, teachers, and students from around the world, the authors of Leadership in Education suggest that sustained and purposeful growth starts with provocation: an emotional incitement that causes reflection, a shift in thinking, and a variation in the course of action. This resource shows educators how to adopt a “leader-as-provocateur” mindset by demonstrating highly effective ways of questioning that affirm mutual respect, build trust, stimulate reflection, strengthen partnerships, and use inquiry to guide action.
A quick and compelling read, this textbook is the ideal resource for graduate students in education and leadership programs across North America, the United Kingdom, and Australia.
FEATURES
includes highly engaging and accessible content including practical case studies
guides the reader through the skills required for generative dialogue by suggesting questions that will provoke reflection, conversation, collaboration, and action
Chapter 3: Generative Leadership: How Is Leading Connected to Learning?
Chapter 4: Generative Dialogue: How Do You Lead without Having All the Answers?
Chapter 5: The Power of Reflection: “I Wonder Why We Have to Reflect So Much?”
Chapter 6: Collaboration and Leadership: “How Can Leadership Create Synergy?”
Chapter 7: Instructional Leadership to Instructional Practice: “How Can I Be a Leader of Learners?”
Chapter 8: Measuring Success: “What Impacts Can be Generated by Leading without Answers?”
Glossary
Contributor Biographies
Index
Biography
Pamela Adams is an Associate Professor in the Faculty of Education at the University of Lethbridge.
Carmen Mombourquette is an Associate Professor in the Faculty of Education at the University of Lethbridge.
David Townsend is a retired Associate Professor formerly of the Faculty of Education at the University of Lethbridge. r
“Adams, Mombourquette, and Townsend’s inspiring ideas about truly educative and learning oriented leadership are timely additions to a growing consensus on the leadership links to quality schooling. Whether employed in graduate classes or used as a school-centred scaffold, the book’s focus on the impact of collaborative inquiry and generative dialogue on professional and student learning, growth, and well-being is well-grounded and pragmatically applicable. Each chapter’s insights are enriched by pertinent case illustrations, carefully selected research, and fully warranted recommendations for exemplary practice.”
—Jim Brandon, Associate Professor, Werklund School of Education, University of Calgary
“The conceptual framework of the text based on real-life narratives and experiences provides a best practice approach to the challenge of creating trusting, respectful, reflective partnerships with the use of inquiry to move theory to practice. I appreciated the layout and the personal and professional application of the content in the text. The case studies explore real-life challenges and successes while providing guiding questions to encourage reflection and discourse.”
—Catherine Whalen, Assistant Professor, School of Education, University of Northern British Columbia
Instructor Resources
Instructors who adopt Leadership in Education for their course will receive access to additional resources, including PowerPoint chapter slides and a test bank.
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