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This CJEAP special issue presents Canadian case studies for educational administrators and leaders, using case-based teaching to help readers interrogate leadership practice, build new skills, and evaluate alternative responses to problems of practice.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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special issue address for educational administrators?","Question",{"text":62,"@type":63},"It focuses on problems of practice shaped by contemporary school contexts, including social justice, equity, culturally relevant leadership, policy and program implementation, professional learning, and principal succession.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do case studies support leadership learning in this special issue?",{"text":67,"@type":63},"Case studies bring real-life situations into principal preparation, letting learners interrogate current issues, reflect on their practice, debate responses, and connect theory to practical decision-making.",{"name":69,"@type":60,"acceptedAnswer":70},"Who are the intended users and how can they use the cases?",{"text":71,"@type":63},"Academics and practitioners write the cases for program developers, trainers of leaders, and university instructors to help education leaders examine leadership practices, develop skills and 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University of Toronto  \nSchool administrators face complex challenges each and every day. Some of these issues are routine, and administrators deal with them as they arise. But many of these issues are anything but predictable, and they serve up new problems that stymie administrators. Many of these challenges emanate from the rapidly changing contemporary context in which schools operate. Agendas of high-stakes accountability, national and international competitiveness, standardized curriculum, the centralization of power (Gidney, 1999; Hargreaves, 1994; Lingard & Douglas, 1999; Pollock, 2008), rising levels of diversity (Harvey & Houle, 2006; Ryan, 2006), technological advances (Haughey, 2006), and the changing nature of labour relations (Wallace, 2001) have changed the work of administrators over the past few years (Ball, 2003; Court & O’Neil, 2011; Goodwin, Cunningham, & Eagle, 2005; Fink & Brayman, 2006; Goodwin, Cunningham, & Childress, 2003; Harvey & Houle, 2006; Haughey, 2006; Törnsén, 2010; Whitaker, 2003) . While experience and training may assist administrators in responding to some of these challenges, this preparation may be of little help in many other situations. This is why it is so important to continue to generate learning tools for contemporary administrators and teaching tools for those who prepare them.  \nOne way to support aspiring and current administrators is through the use of case study teaching (Barnes, Christensen, & Hansen, 1994). Using case studies as a teaching and learning tool helps bring real-life situations into principal preparation and support programs. Case study  \napproaches provide students with time to interrogate contemporary issues, reflect on their own practices and understandings, and debate possible responses to the issues. Using case studies as a teaching tool is not new (Llewellyn, 1930; Weaver, 1991) . Over the years, they have been utilized in business, law, and education, among other disciplines. What is unique about case studies is that they can be generated to reflect the contexts in which people are currently working. This CJEAP special issue focuses on case studies specifically for educational administrators and leaders in Canadian contexts. While Canadian education systems are similar to many Western countries such as the United States, England, and Australia, they also have their own unique policies, traditions, and nuances that set them apart from others. For example, Canadian provinces have taken up accountability policies and mechanisms in different ways than American states and other countries. Canada’s constitution also influences education policy in unique ways, supporting, in some provinces, religious education and minority languages for French and English language students. Notions of equity and social justice also play out differently in Canada and a stronger teacher union presence in Canada means that principals navigate the work in their buildings differently than they do in other countries.  \nThis special issue is dedicated to case teaching in the Canadian context. It features a case study approach that is designed to help those who train aspiring and current administrators. Written by academics, graduate students, principals, higher education instructors, and education consultants, the cases are intended to be employed by program developers, trainers of leaders, and university instructors to assist education leaders to interrogate their leadership practices, develop new leadership skills and knowledge, and consider alternative practices, solutions, and possibilities to current problems of practice.  \nThe cases in this special issue cover a range of issues and topics. These include social justice, culturally relevant leadership and team building (Lopez and Button), policy implementation (Fushell), program implementation (Lapointe, Poirel, ","cbCaipfw97uFky0w","https://ap.wps.com/l/cbCaipfw97uFky0w","pdf",206434,"English","# Introduction\n## Contemporary challenges for administrators\n## Case study teaching as a learning tool\n## Why Canadian contexts matter\n# Purpose and intended users\n## Designed for training and leadership development\n# Case scope and themes\n## Social justice, equity, and culturally relevant leadership\n## Policy and program implementation\n## Professional learning and inclusive instruction\n## Leadership transformation and self-reflection\n## Principal succession","[{\"question\":\"What issues does the special issue address for educational administrators?\",\"answer\":\"It focuses on problems of practice shaped by contemporary school contexts, including social justice, equity, culturally relevant leadership, policy and program implementation, professional learning, and principal succession.\"},{\"question\":\"How do case studies support leadership learning in this special issue?\",\"answer\":\"Case studies bring real-life situations into principal preparation, letting learners interrogate current issues, reflect on their practice, debate responses, and connect theory to practical decision-making.\"},{\"question\":\"Who are the intended users and how can they use the cases?\",\"answer\":\"Academics and practitioners write the cases for program developers, trainers of leaders, and university instructors to help education leaders examine leadership practices, develop skills and knowledge, and consider alternative solutions.\"}]","PROBLEMS OF PRACTICE - CANADIAN CASES IN LEADERSHIP AND POLICY - Special Issue | PDF",1792083260,15]