Leadership, Organizational Change, and Restorative Practice: A Prismatic Examination of Managing Complex Change in a K-8 School (Routledge Research in Educational Leadership)

A groundbreaking exploration of educational leadership and practices in the face of complex challenges, this book presents a fresh perspective on the intersection of leadership, restorative practices, professional learning communities, and project-based learning.

Drawing on a study of an established community-based K-8 charter school as a microcosm for studying educational change, the authors implement a prismatic theory framework design to explore change, liminal spaces, and complex educational problems. It uncovers the detrimental impact of punitive approaches that isolate individuals, perpetuate exclusionary practices, and challenge the traditional behavior management systems prevalent in inclusive settings. As such, it examines how to transform school culture and foster more inclusive restorative practices. Using relevant literature, phenomenological interviews, and narratives, it presents multidimensional understandings of managing complex change, highlighting diverse voices and perspectives on complex educational structures.

With a timely relevance in the post-distance learning educational landscape, it will be a vital resource for scholars, researchers, educators, and leaders with interests in educational leadership, inclusive practices, project-based learning, disability studies, and restorative justice.

Marni E. Fisher has 29 years of experience in education. She is currently an administrator in a K-8 school and teaches at Saddleback College. She has also presented over 80 times at conferences and published a handful of articles, book chapters, and books.

Joe A. Petty is Managing Director of Special Education at Vox Collegiate and a Senior Lecturer at Loyola Marymount University. His research focuses on implementation fidelity, inclusive practices, teacher preparation, and transformational leadership. He develops professional learning experiences emphasizing culturally responsive pedagogy, disability studies, and educational equity.

Jeremy Cavallaro is the Co-founder of Community Roots Academy, an independent public charter school, and has served as Executive Director of Education since 2011. Previously, he was a school leader in private and public schools in New York City and Southern California.

Kimiya Sohrab Maghzi’s research foci are disability studies, DisCrit, inclusion, and critical race theory. She is a tenured professor at the University of Redlands. As a mother-scholar, she has published several articles and chapters and has presented over 60 times at conferences. Her first book was published in 2021.

Meredith A. Dorner is a professor with advanced degrees in biology, anthropology, and education with a research focus on science education. As a tenured professor at Irvine Valley College, she teaches biology and anthropology courses and has extensive experience working with collaborative qualitative and quantitative research teams.

Mina Chun is an assistant professor of special education at California Lutheran University. Her research explores ways to increase accessible, equitable, and inclusive opportunities for students with autism spectrum disorder and other developmental disabilities across the lifespan so they can live a quality life in the current diverse society.

Jasmine Ramirez has a background as a former school counselor with a B.S. in Cognitive Behavioral Neuroscience and an M.A. in Clinical Psychology. She is currently a Psy.D. student at Pepperdine University, specializing in pediatric health psychology during her clinical training.

Tara Monet Falce’s undergraduate research in International Studies at the University of New Mexico was awarded the Globally Engaged Undergraduate Research Award. She earned her Masters from the American University in Rome and is starting her doctorate in Theology and Religious Studies at the University of Latvia.

Charlotte Achieng-Evensen is a scholar- practitioner in K-12 and higher education. Within secondary schools, her work explores curriculum, instruction, and teacher leadership. Her academic scholarship is centered in the intersections of African Indigenous Philosophies and decolonization, and culturally responsive praxis.