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| Preface | |
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| A Personal Introduction | |
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| The Supervisor's Experiential World--A Biographical Sketch | |
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| Charismatic and Transformational Leadership within a Community of Women Arts Educators | |
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| An Introduction to the Role of Supervisor | |
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| Women and Leadership | |
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| Being a Leader While Teaching Leadership--The Findings of the Study | |
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| In Conclusion | |
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| The Basis and Content of Ruth's Personal Practical Knowledge | |
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| Introduction | |
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| The Need for a Dialectical Perspective | |
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| The Five Content Areas of Ruth's Practical Knowledge | |
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| Knowledge of Self--Mentor, Colleague, Christian, and Artist | |
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| Knowledge of Subject Matter--"You can only teach what you have a passion for." | |
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| Knowledge of Instruction--"The Art of Teaching" and "People Follow Passion." | |
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| Knowledge of Curriculum Implementation--"Enlarging the Circle of Professionally Developed Colleagues." | |
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| Knowledge of the Milieu--Images of the "Cactus Club" and "Dance Partners." | |
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| Summary | |
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| The Contexts of Ruth's Practical Knowledge as Fine Arts Supervisor | |
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| Introduction | |
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| The Six Knowledge Contexts Found in Ruth's Practical Knowledge | |
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| Theoretical Knowledge Context--An Articulation of Voice and Vision | |
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| Situational Knowledge Context--Building Community Through a Colleagual Model | |
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| Social Knowledge Context--The Act of Raising Consciousness | |
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| Political Knowledge Context--The Powers of Motivation, Persuasion, and Participation | |
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| Personal Knowledge Context--The Courage of One's Convictions | |
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| Experiential Knowledge Context--The Rhythms of Life | |
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| Summary | |
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| Ruth in Educational Change | |
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| Introduction | |
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| A Discussion of the Findings | |
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| Ruth's Practice as Interpreted through Research on Curriculum Implementation | |
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| Ruth's Practical Knowledge | |
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| Ruth's Consultative Style | |
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| The Research Questions Revisited | |
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| Reconstruction and Reflection | |
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| A Reconstruction of Leadership | |
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| Reflections on the Research | |
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| Appendix | |
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| Overview to Field Research | |
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| Theoretical Underpinnings | |
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| Case Study Research | |
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| Gaining Entry | |
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| The Researchers as Participant-Observer | |
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| Qualitative Data Collection and Ongoing Analysis | |
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| Endnotes | |
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| References | |
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| Index | |