Teaching Leadership and Teaching Leaders.(Editorial)

Welcome to our inaugural "Leadership" feature topic. Our purpose in creating this topic is to provide a forum for instructors, scholars and leaders in all fields and who advance the growth of those who currently lead others. Fifteen "Leadership" manuscripts will be included in this issue. While our frames of reference may differ, one unifying focus is teaching: how instructors teach future leaders; what leaders do to teach others; and the pedagogical grounding for both. Let me share briefly the interesting scholarship in this issue.

McFadden, Eakin, Beck-Frazier, and McGlone synthesize many theories of leadership and help us understand how we can meaningfully present this synthesis to aspiring leaders. Edgar Schein has noted that a culture is built, in part, by what a leader models or teaches. In this vein, Barbour and Harrell demonstrate how leaders build teams based on the types of conversations they provide during stages of teaming. Additionally, several scholars suggest we ought to develop leaders whose focus is improving schools. While Quinn shares researched-based strategies principals can employ to influence teacher retention, Olson notes from her research how principals can increase teachers' leadership capacity. Houle proposes that if we teach leaders to conduct their own action research projects, they will make decisions necessary to improve schools; and Mansberger argues for university instructors to help current leaders move beyond technical know-how to engage followers to a higher moral purpose by teaching emerging leaders how to organize people and resources.

In the university classroom, Poppink teaches her future school leaders to understand curriculum development by first ...