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Leaderful classroom pedagogy through an interdisciplinary lensmerging theory with practice /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Leaderful classroom pedagogy through an interdisciplinary lensedited by Soyhan Egitim, Yu Umemiya.
其他題名:	merging theory with practice /
其他作者:	Egitim, Soyhan.
出版者:	Singapore :Springer Nature Singapore :2023.
面頁冊數:	xviii, 342 p. :illustrations (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Educational leadership.
電子資源:	https://doi.org/10.1007/978-981-99-6655-4
ISBN:	9789819966554$q(electronic bk.)

Leaderful classroom pedagogy through an interdisciplinary lensmerging theory with practice /
Leaderful classroom pedagogy through an interdisciplinary lensmerging theory with practice /[electronic resource] :edited by Soyhan Egitim, Yu Umemiya. - Singapore :Springer Nature Singapore :2023. - xviii, 342 p. :illustrations (some col.), digital ;24 cm.

Incorporating leadership education into undergraduate courses: Utilizing a duoethnographic perspective -- Professorial humility: A cornerstone to student agency -- Leaderful practices beyond the classroom: Examining how students thrive within a complex dynamic ecosystem -- Excavating the pathway of a leadership development practitioner -- Communicating information for decision making: Reflections on a leadership communication course -- Practical pedagogy in an English literature course: English drama students' experiences as leaders -- The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classrooms -- Classroom interactions in a Chinese language class: Focusing on teacher talk -- The evolution of leaderful practice in the high school mathematics classroom: Using project-based learning to create an inclusive, participatory learning environment -- Intercultural language education through leaderful pedagogy: A collaborative autoethnographic approach -- Leadership and global agency development in collaborative online international learning: Faculty leaderful strategies for pedagogical preparation, praxis, and progression in supporting students' learning outcomes -- Towards a 'leaderful' sustainable development? An interpretive phenomenological analysis of Japanese education -- Multicultural university students learn collaborative leadership in Hawaii beyond the classroom: A qualitative case study -- EFL teachers' leadership practices in classroom management: A study of higher education classrooms -- Landscaping and sustaining well-becoming in learning partnerships: Concrete steps to "communities full of leaders" -- Collective, concurrent leadership: Rethinking the classroom through telecollaboration -- Leadership identity in Higher education: Exploring its impact on pedagogical decision and faculty development -- Leaderful peer review activity for academic writing classes -- The development of an elementary English teacher leadership identity: Reflections on a telecollaborative exchange between pre-service English teachers in Japan and Germany.

This book focuses on the impact of teachers' leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.

ISBN: 9789819966554$q(electronic bk.)

Standard No.: 10.1007/978-981-99-6655-4doiSubjects--Topical Terms:

300947
Educational leadership.

LC Class. No.: LB1027

Dewey Class. No.: 371.102

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520 $a This book focuses on the impact of teachers' leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.
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