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The purpose of this paper is to examine the trust‐related aspect of the work of school principals. The authors' exploratory examination of the Canadian school principals' perceptions of their moral agency and trust‐brokering roles described their establishing, maintaining, and recovering of trust in schools. This article is delimited to the selected perceptions of Canadian principals' regarding the fragile nature of trust in their school settings.

This study used the open‐ended responses from surveys sent to school principals (n=177), who responded to the authors' invitation to complete a survey, as part of a larger study, in the ten provinces and three territories of Canada. The data analyses included theme and cross‐theme analyses.

This study has pointed to the perception that trust‐related matters are an important, yet a fragile, aspect of the work of principals. Principals often have to deal with trust‐related matters, which have caused trustworthiness to be threatened and trusting relationships to be broken. Trust‐related problems contribute to the fragility of trust and frequently seem to pertain to relationships between principal and other administrators, staff members, parents, and students. Most of the time, principals as leaders felt personal responsibility to make sure relationships among all stakeholders were sustained and, if broken, restored. The prevalent belief among participants in the study was that trusting relationships, though fragile and often broken, are subject to the hope of restoration and renewal.

This study provided valuable findings that enhance the understanding of ethical decision making and trust brokering amongst the Canadian school principals. While the discussions of trust and moral agency are certainly present in the educational literature, not much is known about the self‐perceived role of a principal as both a moral agent and trust broker. Moreover, there is perceived need for qualitative studies in the area of trust in educational leadership.

By incorporating senior management's scenarios—alternative stories about the competition, markets, capital investments, new technologies—into the planning process, executives can test and build a consensus on the implicit and explicit mental models of their business.

Identifies key activities that network users can perform in order to use the network effectively. Offers recommended reading, from beginner to expert user status. Explains some commonly used terms (e.g. Turbo Gopher with Veronica!). Lists useful Internet resources.

The purpose of this paper is to use exchange rate theory to compare how white-collar offenders and property offenders rank the severity of various correctional sanctions.

The authors use survey data from 160 inmates incarcerated for white-collar and property crimes in a Midwestern state to compare how white-collar inmates differed from property inmates in ranking the goals of prison and the punitiveness of prison as compared to other alternatives.

White-collar offenders were no different than property offenders in terms of their assessment of the punitiveness of prison compared to the punitiveness of the four sanctions under consideration here. White-collar offenders were significantly more likely than property offenders to believe that the goal of prison is to rehabilitate rather than deter individuals from further crime.

Because the authors defined white-collar offenders by their crime of incarceration, they may have captured offenders who are not truly white-collar offenders. Focusing on offenders who were in prison did not allow them to fully examine whether similarities between white-collar and property offenders can be attributed to adjustment to prison or some other variable.

Alternative sanctions may be useful in punishing white-collar offenders in a less expensive manner than prison. Results suggest white-collar offenders may be more amenable to rehabilitation than property offenders and may not experience prison much differently than other types of offenders.

This research is important because it is the first of its kind to compare white-collar offenders’ views about the punitiveness of prison and the goals of incarceration with those of property offenders.

In this paper, I demonstrate an alternative explanation to the development of the American electricity industry. I propose a social embeddedness approach (Granovetter, 1985, 1992) to interpret why the American electricity industry appears the way it does today, and start by addressing the following questions: Why is the generating dynamo located in well‐connected central stations rather than in isolated stations? Why does not every manufacturing firm, hospital, school, or even household operate its own generating equipment? Why do we use incandescent lamps rather than arc lamps or gas lamps for lighting? At the end of the nineteenth century, the first era of the electricity industry, all these technical as well as organizational forms were indeed possible alternatives. The centralized systems we see today comprise integrated, urban, central station firms which produce and sell electricity to users within a monopolized territory. Yet there were visions of a more decentralized electricity industry. For instance, a geographically decentralized system might have dispersed small systems based around an isolated or neighborhood generating dynamo; or a functionally decentralized system which included firms solely generating and transmitting the power, and selling the power to locally‐owned distribution firms (McGuire, Granovetter, and Schwartz, forthcoming). Similarly, the incandescent lamp was not the only illuminating device available at that time. The arc lamp was more suitable for large‐space lighting than incandescent lamps; and the second‐generation gas lamp ‐ Welsbach mantle lamp ‐ was much cheaper than the incandescent electric light and nearly as good in quality (Passer, 1953:196–197).

This paper aims to describe a professional development workshop designed to enhance teachers' pedagogical content knowledge.

The program draws on a carefully articulated definition of pedagogical knowledge as elaborated by Shulman, and features the work of scholars focused on pushing new interpretations of the meaning of Gettysburg, especially in polarized political times.

Teacher participants have been found to draw new meaning from their visit that, for many, has had a profound impact on the way they make sense of Gettysburg as a historic site of political importance.

The program offers a model for professional development providers interested in enhancing the pedagogical content knowledge of teachers and engaging them in examination of the past for the purpose of re-examining contemporary political concerns.

The purpose of this paper is to examine how Australian universities commemorated the First World War, with a focus on the University of Melbourne as an institution with a particularly rich history of wartime participation and of diverse forms of memorialisation.

A case study approach is taken, with an overview of the range of war memorials at the University of Melbourne. These include memorials which acknowledged the wartime role of individuals or groups associated with the University, and took the form of architectural features, and named scholarships or academic positions. Three cross-campus war memorials are examined in depth.

This paper demonstrates that there was a range of war memorials at Australian universities, indicating the range of views about the First World War, and its legacies, within university communities of students, graduates and staff.

University war commemoration in Australia has not been well documented. This study examines the way in which the particular character of the community at the University of Melbourne was to influence the forms of First World War commemoration.

The purpose of this paper is to investigate those teaching and learning factors that either hindered or encouraged preservice teacher participants to succeed in their first year of study. The impact of administrative support alongside pedagogical styles that facilitated a sense of engagement for first year preservice teachers is also discussed.

This research builds on the work of Sarah Lawrence-Lightfoot’s use of “portraiture” to “capture the complexity and aesthetic of human experience” (Lawrence-Lightfoot & Hoffmann Davis, 1997, p. 4). The use of portraits as a tool for creating a first year student narrative, rich in its canvas of human emotions, is central to the work that follows. Qualitative data that were gathered in this research project are presented.

The portraiture methodology in this paper enabled the researchers to capture a sense of belonging for first year university students that involved more than procedural matters, orientation events and attendance at information sessions.

These portraits draw wider attention to transition and retention matters beyond considerations of “who our students are” and illustrate how engagement and belonging are enhanced by how these students are engaged by skilful and knowledgeable tutors and group work and collegial approaches to the course.

Portraiture methodology enabled a more nuanced form of viewing “belonging” and “engagement” of these preservice teachers through more personalised forms of engagement with tutors, the development of groups and the practicum placement.

The purpose of this paper is to foreground place as a critical and central concern for public leadership research, development and practice.

This invited essay draws on the author’s own research and development work engaging in collaborative place-based interventions with academics, policy makers and practitioners.

Place is one of six heuristic lenses in a Leadership Hexad that has been developed to interrogate and better understand leadership in a multi-dimensional manner. Place can provide an important theoretical and practical fulcrum for bridging both collaborative governance and collective leadership and public and political leadership as well as facilitating cross-sectoral leadership.

This essay argues that more time and effort should be invested into researching and developing place leadership to complement the already extensive efforts to promote collaborative governance and place-based policy initiatives. Place leadership development should be genuinely cross-sectoral in its ambition and should focus on developing emerging and established leaders from the public, private, not-for-profit and indigenous sectors to tackle place-based problems and opportunities.

This essay draws on experience undertaking academic research and conducting leadership development that draws from and feeds into policy and practice. It utilises research from geography, leadership studies, public management, public policy and political science to gain a more sophisticated understanding of the relationship between place and public leadership and how this can be harnessed to improve economic and social impact.