Constructivist Meta-Practices: When Students Design Activities, Lead Others, and Assess Peers
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| Title: | Constructivist Meta-Practices: When Students Design Activities, Lead Others, and Assess Peers |
|---|---|
| Language: | English |
| Authors: | Bright, David S., Caza, Arran, Turesky, Elizabeth Fisher, Putzel, Roger, Nelson, Eric, Luechtefeld, Ray |
| Source: | Journal of Leadership Education. 2016 15(4):75-99. |
| Availability: | Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283 |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Constructivism (Learning), Student Leadership, Peer Evaluation, Learner Engagement, Educational Practices, Outcomes of Education, Self Efficacy, Sense of Community, Self Concept, Student Participation, Learner Controlled Instruction, Problem Based Learning, Cooperative Learning, College Students, Student Surveys |
| ISSN: | 1552-9045 |
| Abstract: | New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta-practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs. |
| Abstractor: | As Provided |
| Number of References: | 86 |
| Entry Date: | 2017 |
| Access URL: | https://www.journalofleadershiped.org/attachments/article/464/Bright_533.pdf |
| Accession Number: | EJ1130132 |
| Database: | ERIC |
| Abstract: | New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta-practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs. |
|---|---|
| ISSN: | 1552-9045 |
