"This book highlights real-world examples of students inspired and invigorated to higher levels of achievement in both their professional and academic lives, as well as instances of leadership gone wrong and examples of what not to do when put in charge of an organization"--

This book serves as an instructional tool for development of skills related to the organizational leadership of adults. The text offers teaching cases that explicitly partner the leadership and adult development literature bases so readers can work to apply leadership for adult development to real-world scenarios. Case Studies in Leadership and Adult Development: Applying Theoretical Perspectives to Real World Challenges consists of 19 chapters, organized into three parts. Part I includes four chapters drawn from business and industry leaders' experiences encompassing cases from nonprofit, for-profit, and non-governmental agencies. Part II delves into three chapters that focus on the challenges of leading through crisis, including how the Coronavirus pandemic shapes decision making and impacts leadership in both K - 12 and higher education environments. Part III offers a comprehensive view of education through 12 chapters, four of which are drawn from higher education settings. Part III's balance includes cases from elementary, middle, and secondary schools and district-level leadership. Written for graduate level courses in adult education, each case focuses on at least one major theory from both the leadership and adult development domains. Including questions for discussion and reflection, the book allows students to explore the linkages between leadership theories and adult development theories within the context of real-world scenarios.

Strong leadership is the cornerstone of advancement. Nowhere is this more important than the field of education, where students undergo training to effectively overcome obstacles and challenges, whether in the classroom or in the workforce. Cases on Leadership in Adult Education highlights real-world examples of students inspired and invigorated to higher levels of achievement in both their professional and academic lives, as well as instances of leadership gone wrong and examples of what not to do when put in charge of an organization. Featuring case studies covering a wide range of disciplines, this book is a valuable resource for instructors of adult education in universities and community colleges, practitioners in the education field, adult students of various backgrounds, and mangers or leaders seeking improvement within their respective organizations. This authoritative reference source features chapters on a broad scope of education and training issues including, but not limited to, agricultural training, leadership styles, lifelong learning, management issues, poverty reduction, rehabilitation programs, trends in teaching culture, and vocational training.

This work is a celebration of Canadian women in adult education and in community or institutional leadership. Through chapters and vignettes, this edited volume highlights the challenges these women have faced, and continue to face, as well as the remarkable contributions, as individuals and collectives, that women have made along the road to knowledge creation, empowerment, and social change. As such, this book is a legacy of feminist and women's struggles recorded for future generations. The contributing authors to this volume are scholars, researchers, community educators, students, and activists. They are themselves leaders in the cause of adult education, continuing a tradition set by the early feminist educators and activists in the field. There has never been a volume of work documenting the initiatives and accomplishments of women in adult education and leadership in Canada. This edited volume seeks to redress this imbalance. Book jacket.

So much more than a human necessity, food is an entry point into a range of different topics: culture and tradition, health and well-being, small and large-scale business, ecology and politics, science and the arts, poverty and social justice, land use and civil society, global trade, Traditional Ecological Knowledge, and more. From seed to table, the policies and practices related to all aspects of the food cycle create rich sites for learning and multiple opportunities for leadership. Although the topic of food has been gaining momentum in the field of Adult Education over the past decade, food has been relatively underexplored in the field of Leadership Studies. The purpose of this book, therefore, is to deepen our understanding and knowledge about leadership and adult learning in food-related movements worldwide. With contributing authors representing four countries and various Indigenous groups, this book examines the diverse ways in which food activists, scholars, students, and practitioners are already demonstrating, debating, and documenting leadership and learning in the context of global food systems transformation. Furthermore, it documents how these actions are supporting the innovation needed to address the increasingly complex and interconnected socio-economic and environmental challenges associated with food and agriculture. Whereas much leadership theory continues to be developed from cases in business, social movements, or other, more traditional leadership sectors, this book invites leaders and educators to look to their plates and, by extension, to local, small-scale farmers and to nature itself as sources of inspiration in their work.

Drawing on case studies from over 30 countries, Knox explains how agency leaders can adapt strategic planning guidelines to identify objectives, create effective communication among stakeholders, and give the supportive guidance, feedback, encouragement, and recognition that is essential for successful programming. Shows how principles and methods of strategic planning can be applied with equal effectiveness across a wide range of programs, including distance learning, continuing professional education, correctional education, staff development, and adult education for minorities.

Whether it is earning a GED, a particular skill, or technical topic for a career, taking classes of interest, or even returning to begin a degree program or completing it, adult learning encompasses those beyond the traditional university age seeking out education. This type of education could be considered non-traditional as it goes beyond the typical educational path and develops learners that are self-initiated and focused on personal development in the form of gaining some sort of education. Essentially, it is a voluntary choice of learning throughout life for personal and professional development. While there is often a large focus towards K-12 and higher education, it is important that research also focuses on the developing trends, technologies, and techniques for providing adult education along with understanding lifelong learners’ choices, developments, and needs. The Research Anthology on Adult Education and the Development of Lifelong Learners focuses specifically on adult education and the best practices, services, and educational environments and methods for both the teaching and learning of adults. This spans further into the understanding of what it means to be a lifelong learner and how to develop adults who want to voluntarily contribute to their own development by enhancing their education level or knowledge of certain topics. This book is essential for teachers and professors, course instructors, business professionals, school administrators, practitioners, researchers, academicians, and students interested in the latest advancements in adult education and lifelong learning.

Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.

How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.

This timely and essential book provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden, and George Theoharis offer five practices to increase educational equity and eliminate marginalization based on race, disability, socioeconomics, language, gender and sexual identity, and religion. For each dimension of diversity, the authors provide background information for understanding the current realities in schools and beyond, and they suggest "disruptive practices" to replace the status quo in order to achieve full inclusion and educational excellence for every child. Assuming that leadership to create equity is a unique practice, the book offers * Clear explanations of foundational terms and concepts, such as equity, systemic inequity, paradigms and cognitive dissonance, and privilege; * Specific recommendations for how to build support and sustainability by engaging colleagues and other stakeholders in constructive dialogues with multiple perspectives; * Detailed descriptions of routines and roles for building effective equity-leadership teams; * Guidelines and tools for performing an equity audit, including environmental scans; * A change framework to skillfully transform your system; and * Reflection activities for self-discovery, understanding, and personal and professional growth. A call to action that is both passionate and practical, Five Practices for Equity-Focused School Leadership is an indispensable roadmap for educators undertaking the journey toward an education system that acknowledges and advances the worth and potential of all students.