Leadership Education

In one voice: Faculty and principals call for new possibilities in leadership preparation

by Alexander Hoffman

Co-authored with Ellie Drago-Severson and Patricia Maslin-Ostrowski. Paper presented at the American Educational Research Association Annual Meeting, April, 2009. San Diego.

Governing the 'new administrative frontier': 'Cohering' rationalities and educational leadership in British Columbia Co-author Andre Mazawi

by Michelle Stack

Stack, M., & Mazawi, A. (2009). New administrative frontiers” as “technologies of governance: The discursive construction of educational leadership in British Columbia. Management in Education, 23 (4), 71 - 77.

So Noxious a Premonition

by Mohamed Eno

Excerpted from my forthcoming volume Guilt of Otherness: A Brief Personal Memoir in Poetry

Strong and weak leadership exist everywhere, in every profession, and academia is not an exception. This verse is... more Strong and weak leadership exist everywhere, in every profession, and academia is not an exception. This verse is dedicated to all men and women academics who at some point in their professional life felt oppressed, frustrated or marginalized for one reason or another by the powers that be in their respective institutions.

JOLE - Exploring Signature Pedagogies in Undergraduate Leadership Education (Instructional Strategies)

by Daniel Jenkins

This research explores the instructional strategies most frequently used by leadership educators who teach academic... more This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class
discussion—whether in the form of true class discussion or a hybrid of interactive lecture and discussion—is the signature pedagogy for undergraduate leadership education. While group and individual projects and presentations, self assessments and instruments, and reflective journaling were also used frequently, overall, discussion-based pedagogies were used most frequently. These findings offer attributes that a variety of leadership educators have shared as effective for teaching and learning within the discipline and may facilitate the development of new leadership programming policies, provide direction for future research, and contribute to the existing body of literature.

A Bond So Sacrosanct

by Mohamed Eno

This is another excerpt from my poetry project in progress entitled A Verse for Zayed: Lessons on Leadership and Its Legacy

Leadership traits are judged by the strength of the bond and reciprocal loyalty between the leader and the followers. Leadership traits are judged by the strength of the bond and reciprocal loyalty between the leader and the followers.

The Incompetent

by Mohamed Eno

the poem is part of my forthcoming petry book: Guilt of Otherness

It is under review with a literary critic. It is under review with a literary critic.

Leading Critically: A Grounded Theory of Applied Critical Thinking in Leadership Studies

by Daniel Jenkins

This study describes the development of a grounded theory of applied critical thinking in leadership studies and... more This study describes the development of a grounded theory of applied critical thinking in leadership studies and examines how student-centered experiential learning in leadership education bridged critical thinking with action. Over three semester undergraduate students in an upper level leadership studies course at a large four-year public institution in the southeastern United States completed a written assignment in which they were asked to define the concept of “leading critically.” A grounded theory of critical leadership – utilizing critical thinking
skills to make decisions about leadership actions in different situations – emerged after completing a qualitative document analysis of these papers and incorporating the researchers’ existing knowledge of leadership and student development
theory. The hope is that this research will create dialogue concerning new approaches to leadership education and encourage practices that apply critical thinking skills to leadership.

Exploring Instructional Strategies and Learning Goals in Undergraduate Leadership Education

by Daniel Jenkins

Leadership Skills for Evidence-Informed Decisions

by Muriah Umoquit

Terry Sullivan, Margo Orchard, Muriah Umoquit. (2011). “Chapter 6: Leadership Skills for Evidence-Informed Decisions” in Building Better Health Care Leadership for Canada: Implementing Evidence, Terrence Sullivan and Jean-Louis Denis, eds. McGill-Queen’s University Press.

Building Better Health Care Leadership for Canada explains how the Executive Training in Research Application (EXTRA)... more Building Better Health Care Leadership for Canada explains how the Executive Training in Research Application (EXTRA) program
works to create a culture of evidence use by health-care leaders. Its premise: superior management decisions are informed by evidence.

This highly praised part-time, two-year fellowship is designed for health-care executives with the skills to lead change in the health-care system. EXTRA trains them to find, interpret and apply research-based evidence. At the centre of each fellowship is an intervention project that is designed and implemented to provide improved health care at the fellow's home organization.
The authors identify the imperative for better use of evidence, outline the core elements of the curriculum, and capture the real-world experience of regional leaders and EXTRA fellows involved in managing the changes required by the intervention projects.

Honoring Experiential Education

by Debra Kaye Holman

Authors: Debra Holman, Tony Smith, and Evan Welch
Published in: Honors in Practice, Vol. 5
Copyright: 2009 National Collegiate Honors Council

In the Center for Honors, Scholars and Leadership at the University of Northern Colorado (UNC), we are actively... more In the Center for Honors, Scholars and Leadership at the University of Northern Colorado (UNC), we are actively pursuing expansion of our experiential-education offerings and are working collaboratively with a variety of community partners and key campus offices to develop, track, and promote opportunities for students. Our efforts focus on providing honors and leadership students with a variety of experiential-education placements and giving students across the campus opportunities to engage more fully in service, internships, and research. Central to our efforts is a philosophy that all students can choose to exercise honor in their academic careers not solely through outstanding achievement but also through out-of-classroom activities and engagement with community. Honors programs and colleges are in a unique position to foster such student experiences and promote a culture of honorable civic engagement on our campuses.

The Leader Label

by Jeffrey D. Zacko-Smith

Published in the Leadership Review, Summer, 2007

Utilizing a social constructionist framework under which “leader” is a highly pliable construct, and is something... more Utilizing a social constructionist framework under which “leader” is a highly pliable construct, and is something created, enhanced, mitigated or destroyed via language, this research explores how the use of metaphor and story can alter leadership perceptions, framing a more flexible notion of leadership as being the most compatible with increasingly flat and interconnected contexts. Conventional understandings of leaders are themselves metaphorical in nature; the leader is actually in the lead, the first to move forward. This image is
appropriate for certain circumstances, but may be less relevant today because it implies hierarchy, connotes exclusivity, and ignores the necessity of flexibility. This research challenges conventional leadership metaphors, reframes the construct of “leader” as available to everyone, and allows us to re-shape our individual and collective leadership stories.

The Three-T's Framework for Leadership Education

by Jeffrey D. Zacko-Smith

Published in Academic Exchange Quarterly, Summer, 2010

The Three-T’s Framework provides leadership educators, and others interested in the subject, with an easy way to help... more The Three-T’s Framework provides leadership educators, and others interested in the subject, with an easy way to help organize and understand leadership theory, while placing it in context, and adding to knowledge about the history of the field.  Transactional, Transformational and Transcendent Leadership are examined, shown as related, and described as existing along a continuum, serving as an organizing schema and historical benchmark.

Managing School-Based Curriculum Innovations: a Hong Kong Case Study

by Sally Wan

Co-authored with Edmond H. F. Law, Maurice Galton and John C. K. Lee
Published in Curriculum Journal, Volume 21, Issue 3 September 2010, pages 313 - 332

This study was originally designed to explore the impact of a distributed approach to developing curriculum leadership... more This study was originally designed to explore the impact of a distributed approach to developing curriculum leadership among schoolteachers. Previous papers have focused on reporting evidence of teacher learning in the process of engaging teachers in various types of curriculum decision-making in an innovation project based on interview data. This article reports a discourse analysis of the interactions based on the visual data in videotaped meetings between teachers in a Chinese curriculum development team and shows that teacher participation is constrained by the leadership styles of the positional leaders in the team in the second action cycle in the project. The mediational effects of the leadership styles invite policy-makers and school management to rethink the effectiveness of school-based approaches to curriculum development in enhancing teacher learning and development.

A CASE STUDY OF HONG KONG PRIMARY TEACHERS'PERCEPTIONS OF CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

by Sally Wan

Co-authored with Patrick Lam
Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010)

This paper presents the findings from a small-scale case study of Hong Kong primary teachers' perceptions of the... more This paper presents the findings from a small-scale case study of Hong Kong primary teachers' perceptions of the factors affecting teachers' participation in continuing professional development (CPD). The study applies a multiple approach with mixed research methods, including using a self-developed survey questionnaire on the basis of the CPD framework as proposed by Advisory Committee on Teacher Education and Qualifications (ACTEQ, 2003) and focus group interviews with two groups of teachers. The study was conducted in two primary schools, in order to explore teachers' perceptions of the factors affecting teachers' participation in continuing professional development (CPD). The implications of school-based professional development and government policies related to CPD are discussed in the paper.

Developing Curriculum Leadership In Schools: Hong Kong Perspectives

by Sally Wan

Co-authored with Edmond Law and Maurice Galton
Published in Asia-Pacific Journal of Teacher Education, Volume 35, Issue 2 May 2007 , pages 143 - 159

This study is designed to investigate the impact of school-based curriculum development teams on teacher development... more This study is designed to investigate the impact of school-based curriculum development teams on teacher development within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision-making processes within two school-based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.

The Impact of a School-Based Curriculum Leadership Innovation Upon Teachers and Pupils: A Case Study In Hong Kong

by Sally Wan

Law, H.-F. E., & Wan, W.-Y. S. (2005, December). Impact of a school-based curriculum leadership innovation upon teachers and pupils: A case study in Hong Kong. Paper presented at Faculty of Education of CUHK 40th Anniversary International Conference: Developing Teacher Leadership and Education Partnership in the Face of Education Reform, The Chinese University of Hong Kong, China.

This study is designed to investigate the impact of a curriculum leadership project financially supported by Quality... more This study is designed to investigate the impact of a curriculum leadership project financially supported by Quality Education Fund on teacher development and pupil learning within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher and pupil interviews are conducted to evaluate the extent that teacher engagement in curriculum decision-making processes within a school-based structural approach has led to teacher professional development. Pupils’ perspectives about how the innovation is perceived are to be collected in order to extend out understanding of the underlying principles in implementing curriculum changes in schools, in particular the role of pupil feedback. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, implementing and reflecting (PIR model) upon curriculum practice and innovation under certain conditions. However, the complexity of these conditions – the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work.

Developing Curriculum Leadership In a Primary School: A Hong Kong Case Study

by Sally Wan

Citation: Law, E. H. F., & Wan, S. W. Y.(2005). Developing curriculum leadership in a primary school: A Hong Kong case study. Paper presented at Redesigning Pedagogy International Conference: Research, Policy, Practice, Singapore.

This study was designed to investigate the theory and practice of curriculum leadership within the tradition of... more This study was designed to investigate the theory and practice of curriculum leadership within the tradition of school-based curriculum development. A case study methodology was used to evaluate the extent that teacher engagement in curriculum decision making processes within a school based structure of curriculum development had led to professional development. Evidence revealed positively that participating teachers had developed themselves professionally through the process of planning, implementing and reflecting curriculum practice and innovation. However, the complexity of the structures and processes that were established for the implementation of the concept of teacher curriculum leadership needs further empirical and theoretical work.

Impact of School Based Curriculum Development Teams Upon Teachers and Pupils: A Case Study In Hong Kong

by Sally Wan

Distributed Leadership and the Visibility/Invisibility Paradox in Online Communities

by Jill Jameson

(forthcoming) Human Technology Journal: Special Issue on Distributed Leadership & Online Communities

The paper adopts a mixed methods analysis to investigate the extent to which a visibility/invisibility paradox emerged... more The paper adopts a mixed methods analysis to investigate the extent to which a visibility/invisibility paradox emerged from case studies collected during online community engagement in the eLIDA CAMEL project. This is supplemented by an analysis of selected results of online surveys and interviews on educational leadership carried out during 2005-08 with more than 200 UK HE/FE practitioners and managers. Quantitative analysis of levels of participation in Moodle, LAMS and surveymonkey by the online community project team during 18 months of activity were triangulated against the results of a qualitative analysis of responses to the electronic surveys and interviews about collaborative leadership and trust in FE and HE, building on prior research (Jameson, 2007a,b). Recommendations and a proposed model for fostering improved distributed leadership are outlined.

“You Make Me Erect!”: Queer Girls of Color Negotiating Heteronormative Leadership at An Urban All-Girls' Public School

by Therese Quinn

Published in the Journal of Gay and Lesbian Issues in Education (2007, 4(3), 31-47).

This article focuses on the concept of leadership endorsed by an urban all-girls' public school and how... more This article focuses on the concept of leadership endorsed by an urban all-girls' public school and how heteronormative ideas about female success were resisted by a group of the school's gay students through gender performances and named sexualities. The author argues that queer students are gender projects that the school uses to define and regulate appropriate behavior. Schools should define promoted goals like leadership in context with youth and urges broader consideration of how school employment conditions affect the safety of queer youth and teachers.