At a time when America's schools face many of the most difficult challenges ever, the authors of Leading for Democracy: A Case-Based Approach to Principal Preparation return the reader to an agenda for democratic leadership for schools. Emphasizing the need for leadership preparation programs to reexamine existing and more traditional approaches to principal preparation, this comprehensive book draws to the foreground the need for a case-based approach that reflects the real-world problems and challenges faced by principals in schools today.

In particular, Leading for Democracy emphasizes both a case-based pedagogy for principal preparation and the democratic ideals that provide the foundation for democratic schools, bringing into specific relief the work ahead for professors of educational leaders in preparing principals ground in democratic practice. Equally important, Leading for Democracy provides practical insight to the challenges of today's principal, offering a set of pedagogical tools for professors to guide students of leadership in learning and understanding the difficult work required of leading democratically, set against the backdrop of a changing America.

Patrick M. Jenlink, EdD, is a professor of doctoral studies in the department of secondary education and educational leadership and the director of the Educational Research Center at Stephen F. Austin State University. He has authored numerous articles, guest edited journals, authored or co-authored numerous chapters in books, and edited or co-edited several books. His most recent books are Dialogue as a Collective Means of Design Conversation, Dewey's Democracy and Education Revisited: Contemporary Discourses for Democratic Education an Leadership, and Equity Issues for Today's Educational Leaders: Meeting the Challenge of Creating Equitable Schools for All.

N. Lee Stewart, EdD, was a full-time assistant professor in the department of secondary education and educational leadership at Stephen F. Austin State University, where he taught in the doctoral program and the principal preparation program. He served in the role of administrative academic advisor, principal, and curriculum director in Texas public schools ranging in size from 1A to 5A. His research interests included school climate, bully prevention, school size, advisory programs, and schools within schools.

Sandra Stewart, EdD, is currently a full-time assistant professor in the department of secondary education and educational leadership at Stephen F. Austin State University, where she teaches in the principal preparation program. She spent seventeen years in public education as a teacher, administrative assistant, and principal. Her research interests include educational leadership, curriculum and instruction, educational reform, and social justice issues.

Dedication
Acknowledgments
Preface
Introduction
Section I: Democratic Learning
Chapter 1Teaching Democratic Leadership Through Cases
Chapter 2Understanding Case-based Pedagogy
Section II: Social Justice Overview
Chapter 3Special Education and Inclusion: A Social Justice Case
Chapter 4Nothing Matters but School Ratings: A Social Justice Case
Chapter 5The Teacher Assigned to a Poor Mentor: A Social Justice Case
Chapter 6 Billy's Homework Woes: A Social Justice Case
Chapter 7 Compulsory Attendance or Marginalization?: A Social Justice Case
Chapter 8Field Trip Denied: A Social Justice Case
Section III: Equity Overview
Chapter 9Giving up Fine Arts for Core Subject Improvement: An Equity Case
Chapter 10 The Special Needs Student Who Was Moved: An Equity Case
Chapter 11 Drinking at the Prom: An Equity Case
Chapter 12 Two-Way Immersion: An Equity Case
Chapter 13 Privilege ISD: An Equity Case
Chapter 14 A Disheartening Decision: An Equity Case
Section IV: Diversity Overview
Chapter 15 The African American Who Was Not Hired: A Diversity Case
Chapter 16 The New Immigrant Who Could Not Pass the State Exam: A Diversity Case
Chapter 17 Summer School for All: A Diversity Case
Chapter 18Program Segregation Woes: A Diversity Case
Chapter 19Does Color Matter: A Diversity Case
Chapter 20 Questioning the Need for Bilingual Classes: A Diversity Case
Section V: Reflections on Democratic Leadership
Chapter 21 Implications for the Leader Educator and Practitioner
Chapter 22 Coda: The Obligation of School Leaders and the Promise of Democracy
References
About the Authors