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 metapractices
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.

Attachments:
Download this file (Bright_533.pdf)Download[ ]281 kB

© 2015 Association of Leadership Educators

Go to top
JSN Boot template designed by JoomlaShine.com