Integral Practices Anchoring LeaderShape's Program Curriculum
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| Title: | Integral Practices Anchoring LeaderShape's Program Curriculum |
|---|---|
| Language: | English |
| Authors: | Juan C. Mendizabal (ORCID |
| Source: | New Directions for Student Leadership. 2024 (183):71-80. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Leadership Training, Program Content, Curriculum Development, Scaffolding (Teaching Technique), Prior Learning, Metacognition, Curriculum Design, Program Development, Self Concept, Identification (Psychology), Technology, Process Education |
| DOI: | 10.1002/yd.20626 |
| ISSN: | 2373-3349 2373-3357 |
| Abstract: | This article explores how the leadership learning framework can scaffold leadership development training toward meaningful, observable change. This change occurs when students have opportunities to take their existing leadership knowledge and combine it with new information to increase their leadership metacognition both conceptually and in practice. To bring these concepts to reality, we provide examples of the philosophies and priorities influencing LeaderShape's curriculum design. Examining core curricular themes of identity development, technology, and process-based learning, the authors share the rationale for implementation. They also provide suggestions for leadership operationalization based on LeaderShape's most utilized training programs, all grounded in critical elements of the LLF. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449309 |
| Database: | ERIC |
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| Abstract: | This article explores how the leadership learning framework can scaffold leadership development training toward meaningful, observable change. This change occurs when students have opportunities to take their existing leadership knowledge and combine it with new information to increase their leadership metacognition both conceptually and in practice. To bring these concepts to reality, we provide examples of the philosophies and priorities influencing LeaderShape's curriculum design. Examining core curricular themes of identity development, technology, and process-based learning, the authors share the rationale for implementation. They also provide suggestions for leadership operationalization based on LeaderShape's most utilized training programs, all grounded in critical elements of the LLF. |
|---|---|
| ISSN: | 2373-3349 2373-3357 |
| DOI: | 10.1002/yd.20626 |
