Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning. (September 2020)

• Record Type: Journal Article
• Authors: Salisbury, Jason D.; Irby, Decoteau J.
• Other Names: Cosner Shelby guest-editor.
• Is Part Of: Journal of research on leadership education. Volume 15:Number 3(2020)
• Page Start: 210
• Page End: 226
• Publication Date: 2020-09
• Subjects: active learning -- instructional leadership -- leader preparation; Educational leadership -- Periodicals; 371.2011
• DOI: 10.1177/1942775120936300
• Languages: English
• ISSNs: 1942-7751

Abstract

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.