Presents an expanded definition of creativity consisting of four modes (subconscious, imagistic, cognitive, and actualizing); four dimensions of a sequence of developmental skills (perceiving, affecting, intellecting, and responding); and four processes (fluency, flexibility, elaboration, and originality). Two guidelines for increasing students'…

Focuses on issues related to using recent findings from research as a knowledge base for making decisions about teacher mastery. Suggests that if the present body of knowledge about effective teaching is used to select master teachers, some excellent teachers will be overlooked and some ineffective teachers will be designated as masters. (RH)

Describes the mental process that teachers engage in while making preactive planning decisions, and presents a general-process model of teacher planning consisting of three stages: (1) problem finding, (2) problem formulation/solution (design), and (3) implementation, evaluation, and routinization. (MP)

Discusses challenges to traditional views of school leadership posed by many school reform initiatives, curriculum innovations, and teacher incentive plans. Examines teacher leadership structures in light of the purposes and goals they seek to advance. Uses nonhierarhical theories of leadership from the general leadership literature to examine…

Identifies a set of change leadership functions including sustaining a vision for change, encouraging staff, modifying standard operating procedures, and monitoring progress. Suggests that these functions do contribute to change, but are also performed redundantly by persons in a variety of overlapping roles, including central office personnel,…

Employs the image of "contested ground" to characterize tensions surrounding the evolution of teacher leadership in order to illuminate the ways in which traditions of subject specialism shape assumptions about the exercise of leadership among secondary teachers. Challenges the stereotypes of the "subject-centered" teacher and…