LEADER 04397nam 2200625 450 001 9910822342603321 005 20230801234743.0 010 $a1-4411-9563-7 010 $a1-4411-7211-4 035 $a(CKB)3710000000498445 035 $a(EBL)4067823 035 $a(SSID)ssj0001568957 035 $a(PQKBManifestationID)16217747 035 $a(PQKBTitleCode)TC0001568957 035 $a(PQKBWorkID)13306781 035 $a(PQKB)10968663 035 $a(MiAaPQ)EBC4067823 035 $a(Au-PeEL)EBL4067823 035 $a(CaPaEBR)ebr11117632 035 $a(CaONFJC)MIL846042 035 $a(OCoLC)927169148 035 $a(MiAaPQ)EBC6163822 035 $a(EXLCZ)993710000000498445 100 $a20151124h20122012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreative educational leadership $ea practical guide to leadership as creativity /$fJacquie Turnbull 210 1$aLondon, England :$cBloomsbury,$d2012. 210 4$dİ2012 215 $a1 online resource (192 p.) 300 $aDescription based upon print version of record. 311 $a1-4411-6774-9 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: pt. I Tensions and challenges -- 1.The changing nature of learning for work -- Change in the organization of work -- A change in learning for work -- New skills for old? -- Changing social relationships -- And what about stability? -- The balancing act: Change vs stability -- 2.Work: Who we are or what we do? -- Work as our identity -- ?Good Work' -- Work as professionalism -- Work as expert behaviour -- Work as task-orientation -- Work and young people -- The balancing act: Professionalism vs task orientation -- 3.Schooling as a system -- A world of systems -- Resistance to change -- ?Tinkering' with the structure -- Understanding how change can be implemented -- Sustainable change -- Working in industrial time -- Professional autonomy -- The balancing act: Time control vs autonomy -- 4.What is Education For? -- Education as delivering a curriculum -- Education as developing learning -- Education as preparation for work Note continued: Education as promoting emotional health and well-being -- Education as preparation for citizenship and democracy -- The balancing act -- 5.Seeking Solutions in Leadership as Creativity -- Creativity is ... not totally about free expression -- Creativity is ... not restricted to certain people -- Creativity is ... not restricted to certain activities -- Creativity as a process -- Creativity as democratic practice -- The challenge -- pt. II The Practice: Inspire, Motivate, Grow -- 6.The Context: Creating the Environment for Creativity -- The power of environmental influence -- Response-ability -- Adaptability -- Culture as an environmental influence -- The environment for learning -- The context for leadership as creativity -- A framework for leadership as creativity: Inspire -- Motivate -- Grow (IMG) -- 7.Inspire: Vision and Values -- Visions, goals and targets -- The emotional element of visions -- Creating values -- Leaders as values role models Note continued: Inspire: Vision and values for creative leadership -- 8.Motivate: Relationships -- The impact of relationships -- Linking values to interpersonal behaviour -- The skills of relationship management -- Rapport -- The skills of relationship management -- Active listening -- Feedback -- Nourishment not punishment -- Changing relationships -- 9.Grow: Personal Qualities -- Learning for life -- Trustworthiness -- Creative thinking -- Emotional intelligence -- Creative leadership. 330 $aA guide to developing as a creative leader and to building creative capacity at a personal, institutional and community level. 606 $aEducational leadership 606 $aSchool management and organization 606 $aCreative teaching 606 $aCreative ability 615 0$aEducational leadership. 615 0$aSchool management and organization. 615 0$aCreative teaching. 615 0$aCreative ability. 676 $a371.2 700 $aTurnbull$b Jacquie$01633782 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910822342603321 996 $aCreative educational leadership$94023767 997 $aUNINA