Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning
2020 ◽
Vol 15
(3)
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pp. 210-226
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This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.
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2016 ◽
Vol 1
(5)
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pp. 4-12
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1992 ◽
Vol 2
(2)
◽
pp. 215-245
1963 ◽
Vol 19
(4)
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pp. 40-41
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