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The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts?

Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success.

The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture.

The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership.

In this chapter, we explore how our backgrounds as mixed-heritage Latinas influence our work as junior faculty members at a four-year public Hispanic-serving institution (HSI). Drawing on the conceptual lens of intersectionality, we address the question: how do our multiple social identities affect our identity development and socialization as faculty members?

As part of a critical mass of junior Latina scholars studying educational issues pertinent to the Latina community, we build a sense of community in what can be an isolated environment for women faculty of color. Using our own examples, we examine how two faculty members who might be considered “outsiders within” the Latina/o community draw on their Latinidad as a source of strength to employ their academic work in advancing social justice for Latina/os. Our identities have influenced us to take into account multiple social categories and social contexts in the study of educational phenomena. Serving as faculty within the institutional context of an HSI has distinctively influenced our socialization as new faculty.

We believe that this examination has implications for understanding how people can build cross-cultural collaborations and identify productively with communities that may not necessarily recognize them as “authentic.” Our exploration also offers insights for building a more inclusive academy, particularly for junior scholars from historically underrepresented backgrounds. Based on the themes identified in this research, we draw recommendations for university personnel interested in the recruitment and retention of Latina junior faculty. More broadly, this research has implications for developing support systems for faculty members who have been historically underrepresented in their fields and those who study marginalized populations.

The purpose of this study is to explore the implementation of response to intervention (RTI) in elementary schools. RTI is a systematic and comprehensive teaching and learning process intended to identify and prevent student academic failure through differentiated or intensified instruction.

Using an exploratory case study approach, this study observes the philosophical shift from removing students from the classroom for testing and remedial instruction, to incorporating a three‐tiered intervention approach beginning with the classroom teacher.

Findings show the strategies one principal used to implement RTI practices using a whole‐organization structured approach. Teachers and administrators jointly planned the strategies and created venues conducive for the intervention students needed to meet district, local, and national academic expectations.

Research implications relate to the limited sample a single‐case study can provide. Nonetheless, the case brings useful steps at an administrative level in building successful structures for the focused improvement of teaching and learning processes.

Case studies provide a venue for practitioners and researchers to analyze possible approaches based on real examples. This study demonstrates possibilities in the adaptation of mandates to work on behalf of the improvement of children.

This study is significant since there is a growing interest in adopting RTI processes in several countries around the world and in providing possible models of implementation for practitioners and researchers.

The purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.

This qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.

Faculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.

The model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.

This peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

This study considers the impact that some organisational factors can have on a service firm’s ability to return dissatisfied customers to a state of satisfaction through service recovery. In other words, it investigates the potential impact organisational variables (modelled as antecedents) can have on the service recovery performance of frontline staff. It also assesses the impact that successful service recovery has on two outcome variables, namely, intentions to resign and job satisfaction. The results show that organisational commitment exerts a strong positive influence on the service recovery performance of frontline staff as does empowerment and rewarding them for service excellence. When frontline staff are performing service recovery effectively, they are less likely to resign and report higher levels of job satisfaction.

An industry of description and interpretation has developed around the growth of surveillance, accelerated by: the development of the internet; volatile international relations since the collapse of communism; demographic mobility, segregation by class and ethnicity in the rich and poor worlds, sharpening inequalities, and post 9/11 fears of terrorism. Influential narratives have emphasised the diminishing power of sovereign nation-states in a marketised and globalised world. This chapter challenges the notion that coercive, sovereign modes of rule are a monarchical survival in decline. Rather, sovereign technologies of rule, in which surveillance is central involves strategies of governance from below as well as from above. They combine coercive with rhetorical, metaphorical communication and other ‘soft’ modes of rule. These make thinkable the nation-state as a discrete, defensible entity. Political communication translates between the complex technical expertise of evolving surveillance and security technologies and language intelligible to the public. Though surveillance technologies and information can be produced by commercial and other non-state sites of governance, metaphorically, much surveillance can be viewed as the extension of the eye of the sovereign. Although we are all targets of surveillance, those seen as threatening to the majority help to constitute and reproduce the social collectivity.

The purpose of this cross‐cultural study of schools in Sweden and Texas is to examine the cultural contexts of schools in both settings, and the leadership role of principals in creating and sustaining inclusive schools for diverse populations.

The data were drawn from two studies; the first involving school visits, classroom observations, and interviews conducted in researcher exchanges between both countries. The second source of data comes from the authors’ participation in a multi‐national longitudinal study, the International Successful School Principals’ Project (ISSPP). A common survey instrument, individual interviews, school visits and observations provide the data for this study.

The seven themes that emerged were manifested in ways that reflected the differing philosophies of each country: engagement and pride, high expectations, student autonomy, early student learning and development, teamwork, diversity and integration, and international focus on academic rankings. It is concluded that the creation of inclusive schools in a diverse context requires that principals maintain a focus on academic accountability while also working consciously to address social and civic issues.

Current migration and immigration patterns create a need for research, like this study, that examines how the social philosophies of different countries might support or hinder the success of various efforts to develop leadership for inclusive schools with diverse populations.

Examining the leadership of inclusive schools within two countries that differ substantially in their relative emphases on individualism and socialism provides valuable insights into how national philosophies are reflected in the ways school systems respond to diversity.

This paper aims to review the shape sensing techniques using large area flexible electronics (LAFE). Shape perception of humanoid robots using tactile data is mainly focused.

Research papers on different shape sensing methodologies of objects with large area, published in the past 15 years, are reviewed with emphasis on contact-based shape sensors. Fiber optics based shape sensing methodology is discussed for comparison purpose.

LAFE-based shape sensors of humanoid robots incorporating advanced computational data handling techniques such as neural networks and machine learning (ML) algorithms are observed to give results with best resolution in 3D shape reconstruction.

The literature review is limited to shape sensing application either two- or three-dimensional (3D) LAFE. Optical shape sensing is briefly discussed which is widely used for small area. Optical scanners provide the best 3D shape reconstruction in the noncontact-based shape sensing; here this paper focuses only on contact-based shape sensing.

Contact-based shape sensing using polymer nanocomposites is a very economical solution as compared to optical 3D scanners. Although optical 3D scanners can provide a high resolution and fast scan of the 3D shape of the object, they require line of sight and complex image reconstruction algorithms. Using LAFE larger objects can be scanned with ML and basic electronic circuitory, which reduces the price hugely.

LAFE can be used as a wearable sensor to monitor critical biological parameters. They can be used to detect shape of large body parts and aid in designing prosthetic devices. Tactile sensing in humanoid robots is accomplished by electronic skin of the robot which is a prime example of human–machine interface at workplace.

This paper reviews a unique feature of LAFE in shape sensing of large area objects. It provides insights from mechanical, electrical, hardware and software perspective in the sensor design. The most suitable approach for large object shape sensing using LAFE is also suggested.