If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Drawn from a recent research study of the Toronto District School Board, this paper aims to examine how the District employs knowledge management to initiate and improve early literacy instruction and achievement.Design/methodology/approach -This study draws on Nonaka and Takeuchi's framework to explore how focusing on tacit-to-tacit knowledge-sharing strategies influence early literacy-based knowledge sharing within and across schools. Data collection involved the collection and analysis of documents used and designed by Early Years Literacy Project (EYLP) staff members. The second phase engaged a cross-section of 34 EYLP teachers, administrators and senior TDSB superintendents and EYLP management team members in individual semi-structured interviews. Participants commented on their experience vis-à -vis the various knowledge management strategies used to support its implementation. Data from the interviews was codified, analyzed and summarized and summaries were shared with participants for comment.Findings -The District has employed a comprehensive strategy designed to build instructional and leadership capacity via the use of in-school knowledge activists and informal professional networks. This paper explores the impact of these strategies on school and district-level teacher and leader learning and organizational culture.Originality/value -The overall impact of these strategies for professional and organizational learning and the challenges associated with employing knowledge management within education and the broader public sector are presented.

Most schools currently employ three generations of teachers and leaders: Baby Boomers (1946-65), Generation X (1966-80) and Generation Y (1981. However, the implications for school leaders of multi-generational schools remain relatively unexplored. This paper examines the empirical multi-disciplinary generations at work evidence to identify differences and similarities in how generational cohorts approach work/life balance, authority, collaboration and careers. The paper defines generational characteristics and introduces the review methods employed. The findings are organised within three important leadership actions: stimulating professional growth and capacity, building collaborative cultures, and establishing work conditions. The conclusion presents future research directions.

This paper draws on evidence from our three-year Economic and Social Research Council (ESRC)-funded research study of the lives, careers, experiences and aspirations of Generation X (under 40 years of age) principals and vice-principals in London, New York City, and Toronto. More specifically, the paper examines interview evidence from nine school-based studies in which nine leaders and 54 teachers discuss their perspectives on leaders' care of their staff members. The evidence demonstrates that leaders and teachers both place a high level of importance on leaders' ability and willingness to be supportive, understanding, and approachable. Teachers also expect leaders to serve as advocates for and role models of good work/life balance. While the school-level studies take place in radically different city-based contexts, the expectation of leaders' care for teachers transcends different accountability and policy structures. Both groups focus their discussion on work/life balance and, more specifically, the need for leaders to understand that teachers are people with lives beyond school. The paper highlights implications for policy, practice, and future research.

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This paper draws on evidence from our three-year Economic and Social Research Council (ESRC)-funded research study of the lives, careers, experiences and aspirations of Generation X (under 40 years of age) principals and vice-principals in London, New York City, and Toronto. More specifically, the paper examines interview evidence from nine school-based studies in which nine leaders and 54 teachers discuss their perspectives on leaders' care of their staff members. The evidence demonstrates that leaders and teachers both place a high level of importance on leaders' ability and willingness to be supportive, understanding, and approachable. Teachers also expect leaders to serve as advocates for and role models of good work/life balance. While the school-level studies take place in radically different city-based contexts, the expectation of leaders' care for teachers transcends different accountability and policy structures. Both groups focus their discussion on work/life balance and, more specifically, the need for leaders to understand that teachers are people with lives beyond school. The paper highlights implications for policy, practice, and future research.