'How can I improve my practice as a superintendent of schools and create my own living educational theory?': Jackie Delong
CHAPTER ONE: The Personal, Economic and Political Context of the School Board
Understanding the Personal, Professional, Economic, and Political Context
How can I help you get close to the lived experience?
The world of the trustees during amalgamation
My relationship with the director
The forms and activities of Administrative Council
CHAPTER TWO: Communicating My valuing the Other in my Professional Practice
Understanding My Valuing of the other
A) Two Studies of Singularity
A case study or study of singularity approach
Investigating the nature of my educative influence
Working With Greg and Cheryl
My Work With Greg Buckles, Principal
Cheryl Black, Teacher/Vice-Principal
How did our relationship come about?
Cheryl and her first action research project
Next Steps and Validation
CHAPTER THREE: Building a Culture of Inquiry, Reflection and Scholarship
Community Relations and Parental/Community Involvement
Career Education and Assessment
How Do I Mobilize Systems to Work for and Support People?
How Did I Learn about Systems?
How has my postmodernist attitude affected my systems knowing?
A Brief Overview
I. Act Reflect Revise, 1997-2001
I. Ontario Association on Supervision and Curriculum Development (Ont. ASCD)
CHAPTER FOUR: Creating My Embodied Knowing in Being A Leader
Working with Maria
Staff Development and Leadership Programs
Integrating the Literature On Leadership into My Practice
What I've Learned about Leadership in This Role
Fitting Myself Into A Leadership Model
The Influence of the Feminist Literature
Working to Reduce Hierarchies
Living Life As Job Training
Combining the Personal and the Professional
Sending That Message of Faith In the Other
Why is There No Simple (or Even Complex) Answer to the Question 'What is Educational Leadership?'
CHAPTER FIVE: A Methodolgy of Meaning Making
Why Did I Choose This Action Research Process?
What approaches did I use to conduct my research?
Analysis and Synthesis of an Extensive Data Collection
Writing, Sharing and Rewriting
Learning through the writing process
Giving the thesis a form
Photos and video in image-based research
Dialogic research and voice
Becoming a practitioner-scholar
How have I validated my claims to know?
The description and explanation of my embodied knowledge
The voices of the people in my life
The voices from the literature
Established academic criteria
Public presentation and accountability