This case study of development in a technical university situates distributed leadership in higher education in an organizational perspective. Analysis of documentation from development programs and interviews with 10 faculty members showed that leadership practices were related to different institutional logics prominent in four key activities in…

Teacher leadership is a key to school reform (Fullan, 2005), yet it is not a widely practiced educational application (Crowther, 2009). Collay (2006) called for education faculty to assist teachers in developing powerful professional identities, but in order for university faculty to become partners in preparing teacher leaders, programs must…

A generation of principals has heard the mantra that they should be instructional leaders, but rarely have they been encouraged to be learning leaders. While an instructional leader pays attention to the planning, implementation, and evaluation of instruction, a learning leader focuses on what is learned and how it is learned. These roles are not…

This paper seeks to engage the field of educational leadership in a methodological conversation. It outlines a methodological position taken by the author (a focus on leadership practice using Bourdieu) in a currently funded project and seeks discussion with the wider field. The paper is structured to provide the reader with background to the…

This article is written from the perspective of a practising headteacher in the context of the "Leadership Programme for Serving Headteachers" (LSPH), now renamed "Head for the Future," and builds on an earlier treatment of the ideological background of LPSH and its construction of self in relation to approaches to educational leadership through…

We offer the collaborative inquiry-action cycle as a framework for principals' practice and principal preparation. The cycle is a pragmatic tool that does not prescribe behaviors or contexts. Moreover, the cycle does not represent another programmatic solution or model for leadership. Rather the power of the cycle is that it drives collaboration,…

Traditional professional development focuses on declarative and procedural knowledge. That is, participants usually learn what to do and how to do it rather than when to do it and why it is important. In McREL's leadership development program, they focus first on providing participants with an overview of research findings found in their…