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Women's Experiences in Leadership in K-16 Science Education Communities, Becoming and Being

:	Katherine C. Wieseman, Molly H. Weinburgh
:	Katherine C. Wieseman, Molly Weinburgh
:	Women's Experiences in Leadership in K-16 Science Education Communities, Becoming and Being
:	Springer-Verlag
:	9789048122394
:	1
:	CHF 85.50
:

:	Naturwissenschaften allgemein
:	English

:	254
:	Wasserzeichen
:	PC/MAC/eReader/Tablet
:	PDF

A discourse on women's leadership within science education has, until now, been largely invisible in book form. This, therefore, is the first book to address women's leadership within science education.

The book embraces relational ways of knowing as a foundation for leadership and takes courageous steps by exposing our innermost tensions, dilemmas, and feelings about leadership, making them available to others. The power/promise of feminine approaches to transform traditional leadership cultures is also addressed.

The authors believe that anyone can lead, regardless of position, title, years of experience or age. They also believe that each of us has a responsibility to provide some leadership and direction for the shared endeavours of which we are part.

The purpose of the book is to inspire and guide educators and academics in K-16 science education, as well as individuals in other professions, as their leadership skills develop. The leadership activities provided offer guidance and/or concrete ways to delve into issues of leadership.

	Acknowledgments	5
	Contents	6
	Author Biographic Descriptions	9
	Opening	14
	Part I First Seeds: Aloneness Leads to Building Community	27
	Chapter 2 Enculturation into Science Education: Comparing Pathways and Dilemmas	28
	Theoretical Framework	28
	Transformative Learning	28
	Mentoring	29
	Collaboration	30
	Cathy s Story of Learning and Leadership	31
	WISE as a Leadership Activity	36
	Leadership Response	37
	Conclusions	41
	References	41
	Part II Germinating and Growing: Dimensions of Leadership Development	43
	Chapter 3 Choosing a Teaching University: A Change in Identity?	44
	Theoretical Background	44
	Teaching Universities	46
	Leadership Development Activities and Relationship to My Story	46
	Leadership Response	54
	References	55
	Chapter 4 Making Lemonade from Lemons: A Road to Leadership forWomen in Science Education	56
	Theoretical Framework	57
	Our Stories as Critical Episodes	58
	Leadership Activities and Responses as Recommendations	66
	Final Thoughts	68
	References	69
	Chapter 5 Women s Ways of Leading: Navigating Gender Issues in theWorld of Science	71
	Introduction	71
	Theoretical Framework	74
	Leadership Activity and Response	79
	References	83
	Part III Transplanting and Growing: Physical- Geographic Relocation and Accompanying Huge Cultural Shifts	86
	Chapter 6 Resolving Issues of Cultural Discontinuity in Co- facilitation of Professional Development Activities	87
	Stories of Experience	87
	Theoretical Framework	92
	Leadership Development	95
	Leadership Activities	97
	Leadership Response	99
	References	100
	Chapter 7 Developing Leadership through Cultural Understanding in an Urban Science Community of Practice	101
	Pamela s Story: A Personal Journey	102
	Alignment with Theoretical Literature	105
	Leadership Activity	108
	Leadership Response	112
	References	114
	Chapter 8 Wither Thou Goest: The Trailing Spouse or Commuter Marriage Dilemma	116
	My Story: From Public School Science	117
	Teacher to Tenure Track Professor	117
	How Leadership Theory Has Influenced My Story	121
	Leadership Activities and Responses	123
	References	127
	Part IV Flowering and Seed Forming: Leadership Models	129
	Chapter 9 Emerging Leadership Through Experiences in Unfamiliar AcademicWaters: Researching Invisible Truths	130
	Researching as Leadership Activity	130
	My Story as Theory Building	132
	Leadership Response	141
	References	142
	Chapter 10 Teaching Elementary School Science: The Road Less Traveled	144
	The Story of Becoming a Leader Mentor of Elementary	144
	Science Preservice Teachers	144
	Theoretical Framework	147
	Leadership Activity Designing an Invitation	150
	The Course as an Invitation: Becoming More Excited	151
	and Less Fearful of Teaching Science	151
	Leadership Response	154
	References	155
	Chapter 11 Laying the Ladder Down: Egalitarian Leadership	157
	Egalitarian Leadership	157
	Discerning Why and How She Leads	158
	Leadership Response	164
	Leadership Activity: A Thinking Map for Other Leaders	165
	References	167
	Chapter 12 Building Leadership Capacity by Nurturing Community	169
	Conceptualizing Community	170
	Leadership Activity: A Story of My Inquiry Community	173
	Leadership Response: Responding to Challenges	177
	in the Community	177
	References	181
	Chapter 13 I Don tWant to be a Principal! I Want to be a Teacher Leader!	184
	Story and Theoretical Framework	184
	Leadership Activity	191
	Leadership Response	193
	References	194
	Part V New Seeds: Hopes and Visions for the Future	196
	Chapter 14 A Beginning Teacher s Reflection: I m a Teacher, but Is Teaching Alone Good Enough for Me?	197
	My Story	197
	Theoretical Framework Intertwined with Aspects	200
	of My Story	200
	Leadership Activity	204
	Leadership Response	206
	References	208
	Chapter 15 Teaching in a Rural Community, Where Roots Grow Strong and Risks are a Daily Occurrence	209
	The Story of My Experience	209
	Theoretical Framework	212
	Leadership Activity	217
	Leadership Response	217
	References	218
	Chapter 16 Epilogue: Seeds inWant of YourWatering to Germinate, Grow, Flower, Fruit, and Seed	220
	Germinating and Growing: Personal Meanings	221
	of Leadership	221
	Transplanting and Growing: Relational Leadership	226
	in Book Writing	226
	Flowering and Seed Forming: Synthesis of Similarities	230
	and Differences	230
	New Seeds: Anyone Can Lead	234
	References	235
	Closing: The Cycle is Complete, But Can It Begin Again?	236
	References	239
	Author Index	240
	Subject Index	245