1. A Personal Introduction

The Supervisor's Experiential World--A Biographical Sketch

2. Charismatic and Transformational Leadership within a Community of Women Arts Educators

An Introduction to the Role of Supervisor
Women and Leadership
Being a Leader While Teaching Leadership--The Findings of the Study
In Conclusion

3. The Basis and Content of Ruth's Personal Practical Knowledge

Introduction
The Need for a Dialectical Perspective
The Five Content Areas of Ruth's Practical Knowledge

Knowledge of Self--Mentor, Colleague, Christian, and Artist
Knowledge of Subject Matter--"You can only teach what you have a passion for."
Knowledge of Instruction--"The Art of Teaching" and "People Follow Passion."
Knowledge of Curriculum Implementation--"Enlarging the Circle of Professionally Developed Colleagues."
Knowledge of the Milieu--Images of the "Cactus Club" and "Dance Partners."

Summary

4. The Contexts of Ruth's Practical Knowledge as Fine Arts Supervisor

Introduction
The Six Knowledge Contexts Found in Ruth's Practical Knowledge

Theoretical Knowledge Context--An Articulation of Voice and Vision
Situational Knowledge Context--Building Community Through a Colleagual Model
Social Knowledge Context--The Act of Raising Consciousness
Political Knowledge Context--The Powers of Motivation, Persuasion, and Participation
Personal Knowledge Context--The Courage of One's Convictions
Experiential Knowledge Context--The Rhythms of Life

Summary

5. Ruth in Educational Change

Introduction
A Discussion of the Findings
Ruth's Practice as Interpreted through Research on Curriculum Implementation
Ruth's Practical Knowledge
Ruth's Consultative Style
The Research Questions Revisited

6. Reconstruction and Reflection

A Reconstruction of Leadership
Reflections on the Research

Appendix: A Field Research Orientation

Overview to Field Research
Theoretical Underpinnings
Case Study Research
Gaining Entry
The Researchers as Participant-Observer
Qualitative Data Collection and Ongoing Analysis

Endnotes
References
Index