Elizabeth T. Murakami, University of North TexasDavid Gurr, University of Melbourne, AustraliaRoss Notman, University of Otago

• Preface; Bruce Barnett.Introduction from the Editors; Elizabeth Murakami, Ross Notman, and David Gurr.Part I. Contextually-responsive Leadership.Chapter 1. Principals in High-Performing, High-Poverty, Minority-Serving Schools in Texas; Elizabeth Murkami and W. Sean Kearney.Chapter 2. Successful School Leadership That is Culturally Sensitive but not Context Constrained; David Gurr, Lawrie Drysdale, Fiona Longmuir, and Kieran McCrohan.Chapter 3. Principals' Work in High-Need Schools: Findings from Rio de Janeiro; Ana Cristina Prado de Oliveira, and Cynthia Paes de Carvalho.Part II. Leadership For Learning.Chapter 4. School Leadership for Social Justice and STEM: Findings from a High Need Secondary School in Belize; Lorenda Chisolm, Noemi Waight, and Stephen Jacobson.Chapter 5. Leadership Practices for Equity and Excellence: An Exploratory Narrative of Two Principals of High-Need Elementary Schools in California; Betty Alford.Chapter 6. Creating a Culture for Learning in a High-Need Inner-City USA School: The Unique Leadership Challenges; Mette L. Baran and Glady Van Harpen.Part III. Successful Educational Leadership Practice.Chapter 7. Leadership in High-Needs/ High Performing Schools: Success Stories from an Urban School District; Jami Royal Berry and Sheryl Cowart Moss.Chapter 8. Sustaining a Culture of Academic Success at a High-Needs Elementary School; Nathern Okilwa and Bruce Barnett.Chapter 9. School Leadership Practices in Early Childhood Education (ECE): Three Case Studies from New Zealand; Ross Notman and Stephen Jacobson.Chapter 10. Epilogue: Making World Connections: Educational Leadership in High-need Schools; David Gurr, Elizabeth Murakami, and Ross Notman.

Elizabeth T. Murakami, University of North TexasDavid Gurr, University of Melbourne, AustraliaRoss Notman, University of Otago

• Preface; Bruce Barnett.Introduction from the Editors; Elizabeth Murakami, Ross Notman, and David Gurr.Part I. Contextually-responsive Leadership.Chapter 1. Principals in High-Performing, High-Poverty, Minority-Serving Schools in Texas; Elizabeth Murkami and W. Sean Kearney.Chapter 2. Successful School Leadership That is Culturally Sensitive but not Context Constrained; David Gurr, Lawrie Drysdale, Fiona Longmuir, and Kieran McCrohan.Chapter 3. Principals' Work in High-Need Schools: Findings from Rio de Janeiro; Ana Cristina Prado de Oliveira, and Cynthia Paes de Carvalho.Part II. Leadership For Learning.Chapter 4. School Leadership for Social Justice and STEM: Findings from a High Need Secondary School in Belize; Lorenda Chisolm, Noemi Waight, and Stephen Jacobson.Chapter 5. Leadership Practices for Equity and Excellence: An Exploratory Narrative of Two Principals of High-Need Elementary Schools in California; Betty Alford.Chapter 6. Creating a Culture for Learning in a High-Need Inner-City USA School: The Unique Leadership Challenges; Mette L. Baran and Glady Van Harpen.Part III. Successful Educational Leadership Practice.Chapter 7. Leadership in High-Needs/ High Performing Schools: Success Stories from an Urban School District; Jami Royal Berry and Sheryl Cowart Moss.Chapter 8. Sustaining a Culture of Academic Success at a High-Needs Elementary School; Nathern Okilwa and Bruce Barnett.Chapter 9. School Leadership Practices in Early Childhood Education (ECE): Three Case Studies from New Zealand; Ross Notman and Stephen Jacobson.Chapter 10. Epilogue: Making World Connections: Educational Leadership in High-need Schools; David Gurr, Elizabeth Murakami, and Ross Notman.