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Critically examine the intersections of learning and leadership. Using L. Dee Fink's taxonomy of signicant learning as a scaffold, experts in leadership education explain connections between emerging scholarship of teaching and learning and current trends in leadership, how to develop a more complex understanding of the levers of leadership learning, the environments that promote meaningful and measurable leadership learning, and the evidence behind such a practice. This volume examines: * the role of leadership educator, * the roles of authenticity (being true to one's self) and criticality in education (interrogating beliefs and questioning power dynamics), * select learning theories and their implications for leadership learning, and * strategies for constructing leadership-related learning outcomes and assessing leadership learning. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.
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Seitenzahl: 209
Veröffentlichungsjahr: 2015
New Directions for Student Leadership
Susan R. Komives EDITOR-IN-CHIEF
Kathy L. Guthrie ASSOCIATE EDITOR
Julie E. Owen
EDITOR
Number 145 • Spring 2015
Jossey-Bass
San Francisco
INNOVATIVE LEARNING FOR LEADERSHIP DEVELOPMENT Julie E. Owen (ed.) New Directions for Student Leadership, No. 145, Spring 2015
Susan R. Komives, Editor-in-Chief Kathy L. Guthrie, Associate Editor
Copyright © 2015 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under sections 107 and 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; (978) 750-8400; fax (978) 646-8600. The copyright notice appearing at the bottom of the first page of an article in this journal indicates the copyright holder's consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030; (201) 748-6011, fax (201) 748-6008, www.wiley.com/go/permissions.
Microfilm copies of issues and articles are available in 16mm and 35mm, as well as microfiche in 105mm, through University Microfilms Inc., 300 North Zeeb Road, Ann Arbor, MI 48106-1346.
New Directions for Student Leadership is indexed in Academic Search Alumni Edition (EBSCO Publishing), Education Index/Abstracts (EBSCO Publishing), ERA: Educational Research Abstracts Online (T&F), ERIC: Educational Resources Information Center (CSC), MLA International Bibliography (MLA).
NEW DIRECTIONS FOR STUDENT LEADERSHIP (ISSN 2373-3349, electronic ISSN 2373-3357) is part of the Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. POSTMASTER: Send all address changes to New Directions for Student Leadership, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.
SUBSCRIPTIONS for print only: $89.00 for individuals in the U.S./Canada/Mexico; $113.00 international. For institutions, agencies, and libraries, $342.00 U.S.; $382.00 Canada/Mexico; $416.00 international. Electronic only: $89.00 for individuals all regions; $342.00 for institutions all regions. Print and electronic: $98.00 for individuals in the U.S., Canada, and Mexico; $122.00 for individuals for the rest of the world; $411.00 for institutions in the U.S.; $451.00 for institutions in Canada and Mexico; $485.00 for institutions for the rest of the world. Prices subject to change. Refer to the order form that appears at the back of most volumes of this journal.
EDITORIAL CORRESPONDENCE should be sent to the Associate Editor, Kathy L. Guthrie, at kguthrie@fsu.edu.
Cover design: Wiley Cover Images: © Lava 4 images | Shutterstock
www.josseybass.com
Series Editors' Notes
About This Series
References
Editor's Notes
References
1: Transforming Leadership Development for Significant Learning
Linking Leadership and Learning
Creating Significant Leadership Learning
Leadership Education Core Competencies and Standards
Leadership Educators and Critical Consciousness
Conclusion
References
2: Building Critical Capacities for Leadership Learning
Transformational Learning in Higher Education
Metacognition and Critical Self-Reflection
Leadership Identity Development and Transformative Learning
Developmental Sequencing
Final Thoughts
References
3: Navigating Leadership Complexity Through Critical, Creative, and Practical Thinking
Application Knowledge, Thinking, and Leadership Education
Thinking and Leadership for Social Change
The Macroscopic View: Pathways to Social Change and Triarchic Thinking
Conclusion: The Leadership Educator as Praxis Mentor
References
4: Integrative and Interdisciplinary Approaches to Leadership Development
Leadership Development as Interdisciplinary Learning
Leadership Development as Integrative Learning
Leadership Development as Intentional Learning
Conclusion
References
5: Valuing Human Significance: Connecting Leadership Development to Personal Competence, Social Competence, and Caring
Leadership Through a Humanistic Lens
The Human Dimension of Learning: Interpersonal and Social Competence
Importance of Learning About Self and Others
Connection to Caring
Emotionally Intelligent Leadership
Leadership Program Spotlights
Conclusion
References
6: Connecting to Experience: High-Impact Practices for Leadership Development
Considerations for Integrating High-Impact Practices
Conclusion
References
7: Connecting to Communities: Powerful Pedagogies for Leading for Social Change
The Alignment of Leadership and Civic Learning Outcomes
Types of Community-Based Learning
Conclusion
References
8: Formative Assessment as an Effective Leadership Learning Tool
Understanding Formative and Summative Assessment
Key Considerations in Designing Formative Assessments of Leadership Learning
Examples of Using Formative Assessment in Leadership Development
Conclusion
References
Advert
Index
End User License Agreement
Chapter 1
Table 1.1
Table 1.2
Chapter 2
Table 2.1
Chapter 3
Table 3.1
Table 3.2
Table 3.3
Chapter 4
Table 4.1
Table 4.2
Chapter 5
Table 5.1
Table 5.2
Table 5.3
Table 5.4
Chapter 6
Table 6.1
Table 6.2
Table 6.3
Table 6.4
Chapter 7
Table 7.1
Table 7.2
Table 7.3
Chapter 8
Table 8.1
Chapter 3
Figure 3.1 Core Processes of Action Research and Thinking
Cover
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Since the 1990s, the field of leadership education has broadened, deepened, and focused. Nearly every academic field of study recognizes that students need to assume leadership roles in their jobs, professions, families, local communities, and in a shared world community. Professional associations that accredit college degree fields commonly include leadership capacity as a required outcome of the college experience (Seemiller, 2013; Sharp, Komives, & Fincher, 2011) and nearly every college proclaims a goal of their graduates being civically engaged global leaders. Although high school curricula are more prescribed than college curricula and often do not allow space for leadership coursework, school- and non-school-based leadership experiences exist in every school district to promote youth leadership development (Klau, Boyd, Luckow, & Associates, 2006; Komives & Dugan, 2014) and there is a growing body of knowledge about youth leadership development (Murphy & Reichard, 2011). We find it encouraging that the scholarship in leadership development recognizes diverse contexts and diversity among students (Guthrie, Bertrand Jones, Osteen, & Hu, 2013).
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