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| Foreword by Maxine Greene vii Acknowledgements xi Introduction by Linda Lambert xv [Linda Lambert is Professor Emeritus in the Department of Educational Leadership at California State University, Hayward (CSYH), a role that enabled her to observe in and work with numerous Bay Area schools and districts each year. Before moving to CSUH, she worked as a teacher leader, change agent, and adminsitraotr in five middle schools and districts, two high schools, a district and county office, and regional academics. She is lead author of the 1995 text, The Constructivist Leader, 1997's Who Will Save Our Schools? and is led to work with thousands of principles, teacher leaders, and district personnel throughout the world. Her writing interests include work with leadership and leadership capacity, professional and international development, and school and district restructuring.] Chapter 1 Constructivist Leadership: Standards, Equity, and Learning--Weaving Whole Cloth from Multiple Stands [Deborah Walker] 1 Chapter 2 Toward a Depeened Theory of Constructivist Leadership [Linda Lambert] 34 Chapter 3 Leading the Conversations [Linda Lambert] 63 Chapter 4 The Linguistics of Leadership [Diane P. Zimmerman] 89 [Diane P. Zimmerman is an elementary school principle in Davis, California. After completing her master of arts from the University of the Pacific in communicative disorders with an emphasis in linguistic development, she worked as a speech and language specialist, a special education teacher, and an assistant director of special education. She is a consultant to the Institute for Intellient Behavior and a staff developer for the Association of Supervision and Curriculum Development. Her writings are primarily in the area of educational administration. She is a doctoral student with the Fielding Institute in Santa Barbara, working in the field of organizational development.] Chapter 5 Constructivist Leadership: Its Evolving Narrative [Joanne E. Cooper] 112 Chapter 6 Constructing School Change--School Stories [Linda Lambert and Deborah Walker] 127 Chapter 7 The School District as Interpendent Learning Community [Morgan Dale Lambert and Mary E. Gardner] 164 Chapter 8 The Preparation of New Constructivist Leaders [Margaret Szabo and Linda Lambert] 204 Epilogue by Linda Lambert 239 Appendix 245 References 257 Index 269 About the Authors 283 |
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