Leaderful Classroom Pedagogy Through an Interdisciplinary Lens: Merging Theory with Practice

ISBN-13: 9789819966547 / Angielski

Soyhan Egitim; Yu Umemiya

Spis treści

Preface (Preface includes the purpose, the objectives, and the summary of the key concepts discussed in the edited volume.)

Acknowledgements

 Chapter 1  

Introduction (Explaining the term leaderful classroom practices and an overview of this new pedagogical approach to teaching and class management. The introduction will also discuss the way leadership identity influences pedagogical decisions.) by Soyhan Egitim, EdD

 Chapter 2

Collaborative Leadership Through Leaderful Language Classroom: Reflecting upon Student Perspectives by Soyhan Egitim, EdD

 Chapter 3

Leaderful Pedagogy in an English Literature Course: English Drama Students’ Experiences as Leaders by Yu Umemiya, PhD

 Chapter 4

Leading and Teaming in the Distance Learning Classroom (Erin Sullivan, PhD)

 Chapter 5

Application of Leaderful Pedagogy with International Students on a Blended Learning/Distance Learning Programme (Claire Hardy, PhD & Soyhan Egitim, EdD)

 Chapter 6

Collaborative Leadership in a distance Doctor of Education program by Harriette Rasmussen (Invited author)

 Chapter 7

Intercultural Education Through Collaborative Leadership, Soyhan Egitim, EdD

 Chapters 8,9,10,11,12,13 (Authors will be selected for the remaining chapters through Call-for-Proposals).

Our goal is to demonstrate leaderful classroom practices through a multidisciplinary lens in this volume. Therefore, we would like to invite empirical research studies that merge theory and practice with a focus on engaging students in pedagogical and class management roles that teachers would normally assume in traditional classroom settings, such as class management, assessment, feedback, and progress monitoring.

 Chapter 14

Final Remarks (Chapter 14 will align all key points emphasized in each chapter and emphasize the benefits of leaderful pedagogy from a multidisciplinary lens)    

O autorze

Soyhan Egitim, EdD, has lived and worked in multi-cultural societies including Turkey, where he is originally from, Canada, and Japan. Since 2006, he has worked as an English language teacher in a range of educational settings in the Greater Tokyo Area. Upon completing his MA in TESOL at the University of Chichester in 2011, he pursued an academic career in Japan. In 2020, he was awarded a Doctorate in Education from Northeastern University in Boston, where he concentrated on collaborative leadership in the Japanese higher education contexts. Currently, he serves as an assistant professor at Toyo University where he teaches English and intercultural communication courses. As a multilingual expert in intercultural communication, language education, and inclusive leadership practices, Dr. Soyhan Egitim has strived to promote open, participatory, and equitable language education through academic lectures, publications, presentations, and training workshops.

 

Yu Umemiya, Ph.D., was introduced to Shakespeare at a young age and pursued his interest in studying his works during his undergraduate and graduate studies at Waseda University, Tokyo, Japan. After working as a part-time English teacher at secondary institutions in Tokyo for two and a half years, he moved to Stratford-upon-Avon, UK, where he completed an M.A. in Shakespeare Studies at Shakespeare Institute, University of Birmingham. While he was striving to fulfil his enrolment as an international student, he became an active member in a student theatre group where he served as a stage manager, a producer, and an assistant director in theatrical productions. Also, he appeared in promotion videos by the Royal Shakespeare Company and Shakespeare Birthplace Trust. After he returned from the UK, Dr. Umemiya served as a research associate and then as an assistant professor at Waseda University.

Blurb

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.