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From one of the pioneers in the field of leadership studies comes a provocative reassessment of how people lead in the digital age: in The End of Leadership, Barbara Kellerman reveals a new way of thinking about leadership-and followership-in the twenty-first century. Building off of the strengths and insights of her work as a scholar and a teacher, Kellerman critically reexamines our most strongly-held assumptions about the role of leadership in driving success. Revealing which of our beliefs have become dangerously out-of-date thanks to advances in social media culture, she also calls into question the value of the so-called "leadership industry" itself. Asking whether leadership can truly be taught, Kellerman forces us to think critically and expansively about how to thrive as leaders in a global information age.

An introduction to School-University Partnerships - Innovation in Initial Teacher Education -- Working relationally to bridge the divide: An exploration of an Australian school–university professional experience partnership from the perspectives of five stakeholders -- Reimagining the school university partnership and the role of the school based Professional Experience Coordinator: A New South Wales case study -- A once in a lifetime opportunity to experience 21st century teacher education -- Sink or swim: A Common Induction Program for Pre-Service Teachers -- Partner Perspectives Matter: Lessons learnt when navigating continued pre-service teacher placements during disruption -- 'We're in it for the long haul': connection, generation and transformation through a school-university partnership -- Value of mentor professional learning through a digital micro-credential in a school-university partnership -- Perspectives from academia and school leadership boundary crossing roles in one Alliance school-university partnership -- Concluding thoughts and future considerations on innovation in school-university partnerships in initial teacher education.

Teacher professional learning is a priority for all Agency member countries, for international bodies and for the European Union. This literature review forms the basis for the Teacher Professional Learning for Inclusion (TPL4I) project. TPL4I aims to identify the essential policy elements to ensure that all teachers at each stage of their career are prepared for inclusive education. It focuses on all policies that affect teacher professional learning: initial teacher education, induction, continuing professional development and in‑school learning opportunities. More specifically, TPL4I aims to review what policy documents and research literature say about the following questions: What current policy priorities for all teacher professional learning can be identified in international and European-level documents and in research literature? What national policy frameworks for teacher professional learning are in place in participating member countries, and how are these situated within national contexts (e.g. within different ministries or agencies)? What policy elements or frameworks are needed to prepare all teachers to include all learners? What policy priorities for teacher professional learning required to prepare all teachers to include all learners need further investigation at the European level? Ultimately, the TPL4I project aims to develop a comprehensive policy framework for professional learning for inclusion. This literature review is the first step in its development. Download the TPL4I Literature Review in English below. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This qualitative study investigates the ability of teachers that have completed their clinical experience—i.e., teacher preparation—in a school grounded in Deweyan theory to maintain a democratic practice. As such, the study focused on educators that were graduates of a school-university partnership program, known as CARE—Creating Active, Reflective Educators. Data were collected to address the following research question: "To what extent can former CARE students practice democratic education in their current public-school teaching environment?" Interviews conducted with current school teachers and leaders that were former CARE program students. Responses were audio-recorded and transcribed, then coded and organized into thematic units to report findings.

Leadership studies for lawyers of the future / Phoebe A. Haddon -- The nexus between leadership theory and law / Georgia Sorenson -- Leadership competencies in law / Larry Richard -- Leaders in the changing legal economy / Alexina Jackson -- Private practice and leadership / Maura DeMouy -- Policy and government leadership / Mickey Edwards -- Why law schools should emphasize leadership theory and practice / Leary Davis -- An argument for leadership education in law schools / Diane Hoffmann -- Thinking like a lawyer versus thinking like a leader / Michael Kelly -- Charting a new professional responsibility in a post-Carnegie world / Brenda Bratton Blom, Lydia Nussbaum and Bonnie Allen -- Developing leadership through discussion and passion : a law student's perspective / Avery M. Blank -- Recovering relational lawyering : building ethical leaders through mentorship / Brenda Bratton Blom and Dorcas R. Gilmore -- Reflections on team production in professional schools and the workplace / Robert J. Rhee -- Law, leadership, and the literary canon / Alan D. Hornstein -- Acknowledging uncommon relationships : changing how we teach students to be leaders / Susan Leviton, Kerry Cooperman and Jeremy Grant-Skinner -- Teaching gender and leadership / Paula A. Monopoli.

Teaching practicum, variously called teaching practice, professional practice, professional experience,practical experience, school experience, has always been part of teacher education regardless of theapproach taken. The Standard Council of the Teaching Profession (1998, p.10) defines teachingpracticum as:a period of time spent in schools where the prime focus for the trainee teacher is to practice teachingunder the supervision of a mentor who should be trained for this job, to spend time with teachers andclasses, observing, teaching small groups and whole classes, and undertaking the range of tasks thatmake up the teacher's role including planning, assessing and reporting.

In Mozambique the reform of the National Education System takes place through the de-centralisation, privatisation, and reorganisation of teacher training, revitalisation of Zones of Pedagogical Influences (ZIP's), creation of community schools, creation of capacity for intervention and support at the level of District Directorates, and curricular changes to include more relevant areas and teaching methods. The objective of educational reform which includes the decentralisation and curriculum reform is to make local bodies and schools more autonomous and increasingly responsible for formulating and implementing programmes. The decentralisation aims to create an atmosphere which is conducive to a more effective intervention of social partners such as the local government partners, community members, civil society, national and international organisations. Curriculum reform aims to create an environment that is conducive to a more learner centred approach and which improves the quality of education (MEC, 2006). Decentralisation brings many new roles and tasks for school leaders. Mozambican school leaders are being asked to take on unfamiliar tasks including curriculum development and to create a climate supportive of innovation and collaboration in their schools as well as to provide supplementary "on the job" training for their teachers, through classroom observation and subsequent discussion (MinEd, 1998). Schools are expected to become learning organisations, and transformational leadership practices are seen as having the potential to change a school's culture and create the conditions for improvement. It is unknown, however, whether school leaders take on these new responsibilities. The first question in this dissertation addresses this problem. Another important question is why school leaders do (not) take on these new roles. It is assumed, amongst others by the MinEd, that a large variation exists among school leaders' responses to these new roles. An interesting question then is to find out which factors appear to be responsible for this variation in school leaders' behaviour. Another research question deals with the impact of school leaders' behaviour. If school leaders exhibit behaviours aimed at school change and teacher professional development to improve organisational learning, individual teacher learning and teaching practices, is there actually evidence for improved organisational learning, individual teacher learning and teaching practices in Mozambican schools?

AbstractThis article explores how leadership functions as a form of identity among other multiple and often intersecting social identities. This article reviews emerging scholarship addressing racial identity, gender identity, and LGBTQ+ identities in diverse postsecondary institutional contexts. Finally, the article concludes with examples and implications for centering social identities for leadership educators who study, practice, teach, and develop leadership in higher education.

Within a framework of trust markets, this study compares expenses, instructional expenses, andrevenues per FTE of not-for-profit and for-profit postsecondary institutions using IPEDS data. Medianexpenses per FTE at not-for-profit institutions were double those at the for-profit institutions. Medianrevenue beyond instructional expenses increased at the 4-year-and-above level institutions whiledecreasing at other levels. Percent of revenue allocated to instructional expenses, other expenses, andexcess revenue is presented. Surprisingly, 4-year-and-above, not-for-profit institutions generate moreexcess revenue per FTE than 4-year-and-above for-profit institutions. Implications of the nondistributionconstraint for trust markets and the policy implications of these findings are discussed.

Intro -- Endorsements -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Tables -- Acknowledgements -- Contributors -- Prologue, Leadership, Psychoanalysis, and Society -- The Leader-Follower Relationship -- The Personality of Leaders -- 1. Leadership in Context -- Introduction -- Sigmund Freud -- Erich Fromm -- Erik H. Erikson -- My Studies of Leadership -- Types of Leaders -- Why People Follow Leaders -- Culture and Leadership -- Leadership in Mexico -- Leadership and Gender -- Notes -- References -- 2. Our Prehistory as Egalitarian Nomadic Foragers with Antiauthoritarian Leadership: What These Nomads Can Teach Us Today -- Introduction -- A Roadmap for the Chapter -- Nineteenth-century Europeans First Encounters with Nomadic Foragers -- Part I: The Shared Traits of Egalitarian Nomadic Foragers -- The Social Character of Nomadic Bands -- The Archeological and Fossil Evidence -- Developmental Studies -- A Cautionary Note -- Part II: From Dominant-submissive Hierarchies to an Egalitarian Suppression of Bullies -- The Self-domestication Hypothesis -- It Takes a Village to Raise a Child -- Tomasello's Joint and Collective Intentionality Hypotheses -- Part III: Re-inventing Hierarchy and Social Inequalities -- Part IV: Attempts to Limit the Tyrannical Power of Leaders Through Democratic Institutions -- Conclusion -- Notes -- References -- 3. Leadership-Charismatic or Inspiring? An Inquiry into Regressive and Developmental Forms of Leadership -- Psychoanalytic Approaches to Charismatic Leadership -- Four Lenses on Leadership -- Lens 1: Leadership is an Emergent Property of a Social System -- Lens 2: Leadership is an Innate Evolved Capacity of Social Groups to Create Collective Action, The Organisation of The Group In Relation to Perceived Threats -- Lens 3: Leaders Provide a Focus and Exemplar of the Followers' Ideals.

The secret of persuasion -- What leaders need to know about the brain -- What leaders need to know about personalities -- Dorothy's journey : neuron secret one -- Playful toto : neuron secret two -- Generous tin woodsman : neuron secret three -- Our beliefs -- Passionate wizard : neuron secret four -- Courageous lion : neuron secret five -- Our needs -- Authoritative wizard : neuron secret six -- Wise scarecrow : neuron secret seven -- Our helpers -- Dorothy's revelation : neuron secret one redux -- The neuron 3-act play -- The eighth secret -- Neuron decision making

Principal Leadership is how school principals lead to be able to influence all school members to achieve quality schools. Principal leadership as a manager in developing special class programs at MTA Surakarta High School by doing planning, organizing, mobilizing, and monitoring. Whereas the style used by the Principal in developing special class programs is a collaborative style, a combination of visionary style and democratic style.The purpose of this study is to describe the principal's leadership in developing a Special Class Program in Surakarta MTA High School 2018/2019 Academic Year, describing the principal's leadership style in developing Special Class Programs in Surakarta MTA High School 2018/2019 Academic Year.This study took place in MTA Surakarta High School. Data collection techniques using interview methods, observation methods, and documentation methods. Data analysis was carried out through four stages, including: data collection, data reduction, data presentation, and conclusion. The data validity test uses data triangulation which is to re-inquire the main subject statement to the supporting source to find out whether it is true or not.The results of this study are (1) Principal leadership in MTA Surakarta High School as a manager especially in developing special class programs is to establish good cooperative relations with partner institutions, namely Tahfidz with teachers who are already hafidz, Arabic Language in collaboration with Ma'had Abu Bakr, and English in collaboration with IEC. The principal in collaboration with the curriculum divides the lesson schedule in the special class program with the format of half the number of students in the class taking regular lessons, half of them taking tahfidz lessons. The headmaster always invites discussion of teachers who teach special class programs for better development. The principal conducts meetings both jointly and individually in accordance with the necessary interests. The principal is always trying to follow all educational activities. The principal always gives motivation to teachers, staff / employees, and students. (2) Principal leadership style in developing special class programs using collaborative styles, namely the visionary style and democratic style. This means that principals provide motivation that is always associated with death, listen to all criticisms and suggestions from school members and stakeholders, respect the ideas and creativity of school people, always act decisively towards policies that have been made, always try to be fair to every problem.

Cover -- Advance Praise -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgments -- Introduction -- Part I: Envisioning Equity -- Chapter 1: School Planning for Equity -- Chapter 2: Choosing an Organizational Structure Aligned With Your Leadership Style -- Chapter 3: Embedding Equity Within Organizational Practices -- Chapter 4: Developing School, Community, and Family Partnerships -- Part II: Staffing for Equity -- Chapter 5: Limitations of Ethnic Matching and Multicultural Education -- Chapter 6: Identifying Equity-Minded Teachers -- Chapter 7: Welcoming New Teachers -- Part III: Sustaining Equity -- Chapter 8: When Professional Learning Communities (PLCs) Aren't Enough -- Chapter 9: Integrating Equity Into Teacher Evaluation -- Chapter 10: Improving Teacher Retention Through Career Advancement Opportunities -- Chapter 11: Conducting Schoolwide Equity Assessments -- Final Thoughts -- References -- Index -- About the Author.