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This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class discussion—whether in the form of true class discussion or a hybrid of interactive lecture and discussion—is the signature pedagogy for undergraduate leadership education. While group and individual projects and presentations, self-assessments and instruments, and reflective journaling were also used frequently, overall, discussion-based pedagogies were used most frequently. These findings offer attributes that a variety of leadership educators have shared as effective for teaching and learning within the discipline and may facilitate the development of new leadership programming policies, provide direction for future research, and contribute to the existing body of literature.

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.

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate- level instructors who taught an online leadership studies course within two years of completing the web-based survey used in this study. Findings suggest that discussion-based pedagogies, most commonly facilitated in online discussion boards, were the most widely used strategies. And, while reflection, case studies, and group or individual projects were also used frequently, instructors teaching graduate-level courses used ungraded formative quizzes significantly more often than undergraduate instructors. Findings also suggest that instructors attached the most weight to their students’ overall course grades to discussion boards, major writing projects or term papers, and participation.

Suggests that the research literature provides no clear perspective of the tasks needed for effective instructional leadership and no definitive set of traits for instructional leaders. Describes a study which sought to develop a theory of instructional leadership grounded in data from practising administrators and their teachers. Grounded theory served as both the theoretical structure and research design. Findings indicated effective elementary instructional leaders engaged in a variety of strategies designed to balance power inequities in their school and school community. The strategies are not linear and not all are used by every administrator; they occur both simultaneously and at varying times, building on each other. The theory known as collaborative power was developed as a model designed to equalize power inequities, fostering instructional leadership strategies and perspectives at the elementary level.

An investigation of how secondary history teacher education candidates implemented research-based instructional practices for instruction is described as a model of pre-service teacher preparation for social studies teachers. Cohorts of candidates participated in a five-year project while enrolled in a discipline-specific capstone senior methods course and subsequent student teaching experiences. Candidates were surveyed and interviewed concerning their use of, and feelings about, twelve instructional strategies developed with a focus on authentic history pedagogy. Surveys were administered three times: before the secondary social studies methods course, after the methods course, and after student teaching. A variation on the Concerns-Based Adoption Model was used to measure the levels of use and stages of concern of the candidates. Artifacts of practice, including lesson plans from a model unit plan and actual student teaching, also were analyzed to document use of the strategies. Results indicate an increasingly high level of implementation of and comfort with the strategies, as well as the developmental nature of the process. Implications and recommendations for pre-service activities in history teacher education are presented.

Although student-centered learning (SCL) has been encouraged for decades in higher education, to what level instructors are practicing SCL strategies remains in question. The purpose of this paper is to investigate a university faculty’s understanding and perceptions of SCL, along with current instructional practices in Qatar.

A mixed-method research design was employed including quantitative data from a survey of faculty reporting their current instructional practices and qualitative data on how these instructors define SCL and perceive their current practices via interviews with 12 instructors. Participants of the study are mainly from science, technology, engineering and mathematics (STEM) field.

Study results show that these instructors have rather inclusive definitions of SCL, which range from lectures to student interactions via problem-based teamwork. However, a gap between the instructors’ perceptions and their actual practices was identified. Although student activities are generally perceived as effective teaching strategies, the interactions observed were mainly in the form of student–content or student-teacher, while student–student interactions were limited. Prevailing assessment methods are summative, while formative assessment is rarely practiced. Faculty attributed this lack of alignment between how SCL could and should be practiced and the reality to external factors, including students’ lack of maturity and motivation due to the Middle Eastern culture, and institutional constraints such as class time and size.

The study is limited in a few ways. First regarding methodological justification the data methods chosen in this study were mainly focused on the faculty’s self-reporting. Second the limited number of participants restricts this study’s generalizability because the survey was administered in a volunteer-based manner and the limited number of interview participants makes it difficult to establish clear patterns. Third, researching faculty members raises concerns in the given context wherein extensive faculty assessments are regularly conducted.

A list of recommendations is provided here as inspiration for institutional support and faculty development activities. First, faculty need deep understanding of SCL through experiences as learners so that they can become true believers and implementers. Second, autonomy is needed for faculty to adopt appropriate assessment methods that are aligned with their pedagogical objectives and delivery methods. Input on how faculty can adapt instructional innovation to tailor it to the local context is very important for its long-term effectiveness (Hora and Ferrare, 2014). Third, an inclusive approach to faculty evaluation by encouraging faculty from STEM backgrounds to be engaged in research on their instructional practice will not only sustain the practice of innovative pedagogy but will also enrich the research profiles of STEM faculty and their institutes.

The faculty’s understanding and perceptions of implementing student-centered approaches were closely linked to their prior experiences – experiencing SCL as a learner may better shape the understanding and guide the practice of SCL as an instructor.

SCL is not a new topic; however, the reality of its practice is constrained to certain social and cultural contexts. This study contributes with original and valuable insights into the gap between ideology and reality in implementation of SCL in a Middle Eastern context.

This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes.

Using coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion and planning), the coach–teacher relationship, coaching strategies and coaching duration. The study also developed a path model documenting how coaching behaviors predicted teacher instruction.

Results showed that the coach talked more than the teacher and that most coaching time was spent in reflective discussion. The coach–teacher relationship was promoted by building rapport and reciprocal trust, with use of “we” language demonstrating that coach and teacher were working as a partnership. Most common coaching strategies were clarifying and the coach prompting the teacher to attend to teacher or student behaviors. Path model analysis showed that (a) the coach–teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction.

The study provides empirical evidence about the active ingredients of coaching – those underlying processes that impact and improve teacher practice.

This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web‐learning technologies to inculcate inclusive pedagogy in teacher education.

The paper explores the literature and a tech‐infused multicultural learning community to identify what a unified cultural‐convergence theory might consist of and how it could be shaped to align instructional technology and critical ICE in teacher education. Four questions are asked: What key learning do these two disciplines make available to teachers and educators that are essential for today's highly diverse, complex classrooms? What can we draw from a convergence of multiculturalism and global education that will help us derive a new theoretical understanding of a unified cultural‐convergence theory to connect IT and ICE education? What knowledge, skills and dispositions comprise three essential components of this literature synthesis? How can this new unified cultural‐convergence theory and relevant components be taught, practiced, and measured? The paper contains several tables, figures and over 50 sources in the research bibliography that were selected from a review and analysis of 100 documents.

The paper discovered instructional technology and intercultural educators employed web‐learning technologies in very similar ways to position critical ICE strategies into programs or courses in teacher education. The learning technologies models that were attempting to support multicultural education (MCE)/ICE and IT education included corporate, universities, research centers, schools, and government partners. Reportedly, according to the research, teacher educators in IT education do not employ instructional technology practices that differ from practices that are needed or valued by MCE educators to merge critical intercultural structures into teacher education through web‐learning technologies. This was good news as the researcher moves toward a recommendation for a research agenda that could be shared by educators from the two groups.

The paper is limited to literature reviews, reports, and evaluation documents.

The paper offers implications for curriculum development in educational technology and MCE using ICTs

This article presents a case study for designing a workshop for strategic planning. By describing the process of selecting, designing, and implementing a manufacturing strategy workshop as a marketable instructional product in a high‐tech company, the article illuminates the role of training and development in strategic planning. It describes how a workshop for manufacturing strategic planning was selected and developed by taking a market‐oriented approach to reflect customer needs. The interactive, collaborative design process among stakeholders was practiced, and a continuous needs assessment was employed to explore and exploit customer needs throughout the design cycle. The workshop covered both the conceptual and the experiential, and learning‐by‐doing was a key instructional strategy adopted. The article concludes by discussing key learnings acquired.

The purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.

An exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.

The study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.

This study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.

This study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.