Literaturnachweis - Detailanzeige
Autor/in | Jenkins, Daniel M. |
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Titel | Comparing Instructional and Assessment Strategy Use in Graduate- and Undergraduate-Level Leadership Studies: A Global Study |
Quelle | In: Journal of Leadership Education, 17 (2018) 1, S.73-92 (20 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1552-9045 |
Schlagwörter | Comparative Education; Leadership Training; Educational Strategies; College Programs; Teaching Methods; Incidence; Evaluation Methods; Questionnaires; Conventional Instruction; Comparative Analysis; Teaching Styles; Teaching Models; Educational Practices; Statistical Analysis; College Faculty |
Abstract | This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic credit-bearing leadership studies courses. Findings suggest that, overall, discussion-based pedagogies, case studies, and self-assessments are the most frequently used instructional strategies, while instructors attach the most weight in their courses to term papers, group projects, and class participation/attendance. Further, undergraduate-level instructors use service learning far more in their instruction, while graduate instructors attach much greater value to term papers. (As Provided). |
Anmerkungen | Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |