Developing Responsible Leadership through a "Pedagogy of Challenge": An Investigation into the Impact of Leadership Education on Teenagers

Autor/inn/en	Higham, Rupert; Freathy, Rob; Wegerif, Rupert
Titel	Developing Responsible Leadership through a "Pedagogy of Challenge": An Investigation into the Impact of Leadership Education on Teenagers
Quelle	In: School Leadership & Management, 30 (2010) 5, S.419-434 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
Schlagwörter	Leadership Training; Youth Programs; Adolescents; Program Effectiveness; Student Participation; Student Characteristics; Student Attitudes; Foreign Countries; Interviews; Secondary School Students; Urban Schools; United Kingdom + Suchen Sie Ihr Suchwort? Führungslehre; Jugendsofortprogramm; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Ausland; Interviewing; Interviewtechnik; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Großbritannien
Abstract	This paper proposes a new model for understanding education through "responsible leadership"--a term which draws on the models of distributed and authentic leadership and on a dialogic understanding of responsible action. It defines "dispositions for learning" as different forms of the single quality of "openness to learning". A "pedagogy of challenge" is proposed as a way of developing these dispositions. The model is tested through a small-scale investigation into the effect of a two-day leadership education course on five 14-year-old students which conforms to the proposed model. This suggests a link between the students' participation and their dispositions for learning; in addition, it suggests change in their attitude towards, and perceived performance in, their academic subjects over a four-month period. It also highlights potential conflicts between promoting responsible leadership and curricular, assessment-focused learning. Larger-scale studies are recommended. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10