Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning

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...

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Bibliographic Details
Published in:Journal of research on leadership education 2020-09, Vol.15 (3), p.210-226
Main Authors: Salisbury, Jason D., Irby, Decoteau J.
Format: Article
Language:English
Subjects:
Active Learning
Curriculum Development
Curriculum Evaluation
Curriculum Implementation
Doctoral Programs
Instructional Leadership
Leadership Training
Scaffolding (Teaching Technique)
Social Justice
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Summary: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.
ISSN:1942-7751
1942-7751
DOI:10.1177/1942775120936300