Full Description
A groundbreaking exploration of educational leadership and practices in the face of complex challenges, this book presents a fresh perspective on the intersection of leadership, restorative practices, professional learning communities, and project-based learning.
Drawing on a study of an established community-based K-8 charter school as a microcosm for studying educational change, the authors implement a prismatic theory framework design to explore change, liminal spaces, and complex educational problems. It uncovers the detrimental impact of punitive approaches that isolate individuals, perpetuate exclusionary practices, and challenges the traditional behavior management systems prevalent in inclusive settings. As such, it examines how to transform school culture and foster more inclusive restorative practices. Using relevant literature, phenomenological interviews, and narratives, it presents multidimensional understandings of managing complex change, highlighting diverse voices and perspectives on complex educational structures.
With a timely relevance in the post-distance learning educational landscape, it will be a vital resource for scholars, researchers, educators, and leaders with interests in educational leadership, inclusive practices, project-based learning, disability studies, and restorative justice.
Contents
Foreword Introduction: A Prismatic Gathering Interlude: Hands Part 1: Building Ideas 1. Foundations in Adaptive Leadership 2. Implementing Restorative Practices 3. Building Sustainability Through Professional Learning Communities 4.Understanding the Importance of Constructivism and Project Based Learning 5. Managing Complex Change Interlude II: It's the Principle of the Thing: Factors Needed for Successful Change in a Special Education Department Part 2: Gathering Information 6. The Life Stories of Leaders 7. An Arts-Based Lens for Educator Narratives 8. Panic on the Dancefloor: Examining Educational Leader Narratives Interlude III: How Can A School Provide Gifted and Twice-Exceptional Services Without a Formal Gifted Identification Process? Part 3: Connecting Ideas 9. Analyzing Changes, Misfirings, and Problems 10. Prismatic Educational Change
