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This chapter explores the concept and application of learner-centered leadership. The exploration of learner-centered leadership requires rethinking the purposes and actions of school leaders, and its application implies new knowledge and skills for aspiring administrators and new models for professional development for those already on the job. The chapter explores foundational concepts on leadership and their application to a U.S. Department of Education funded project on administrator preparation and professional development.

A holistic approach has been applied to teaching the whole student, yet rarely emphasized in faculty development in higher education. Similarly, learner-centered instruction has become more prevalent in higher education as a way of teaching students, but less so as a concept for faculty pedagogy. This chapter examines the psychological underpinnings of holistic, learner-centered instruction and describes strategies and materials for applying these principles to faculty development so that higher education environments are humanized for culturally diverse faculty and students. Conceptual frameworks underlying the approaches emphasize humanistic theories and the needs of adult learners. Topics addressed include: motivation, cooperative learning, culturally responsive teaching, active learning, metacognition, teaching for transfer, nonverbal communication and instructional technology. Faculty development efforts described include both interdisciplinary activities and a special project with the School of Engineering. While modeling holistic, learner-centered teaching in faculty development, university instructors are engaged in their own learning of effective pedagogy and their experiences and knowledge can be used subsequently to enhance student success in their courses.

A holistic, learner-centered approach enables higher education faculty to create stimulating, nurturing, safe and respectful classroom environments which promote student engagement, content mastery, cognitive skill development, intrinsic motivation and attitudes which foster thinking and learning. Consequently, this chapter provides faculty, administrators and policymakers with tools that can be used to help students, especially at graduate and post-graduate levels, learn academic material and become enlightened global citizens with enhanced thinking abilities and affect to meet current and future personal, professional and societal needs.

The ability to develop and employ competent leaders with a global understanding has and continues to be a major challenge facing today’s universities and professional workforce. To effectively lead within today’s globalized society, it is imperative that leadership skills and knowledge relevant to international contexts be included within the leadership development and educational process. Through conceptual discussion and specific examples, the authors will argue that utilizing learner-centered instruction techniques such as cultural experiences, learner-centered assignments, and international leadership immersion experiences are all important ways to disseminate important leadership skills and knowledge. Keywords: Global Leadership, International Immersion, International Leadership Experience, Leadership Development, Learner-Centered Instruction.

The global expansion of higher education has brought about more ambitious educational goals that require new approaches to curriculum, teaching, and learning. While higher education in East Asia is no exception to this trend, it has been observed that both teachers and learners in the region have adhered to a strong tradition of lecture‐based instruction. An underlying research question concerned the responsiveness of East Asian students to learner‐centered education. The purpose of this paper is to examine the extent to which learner‐centered education can be implemented successfully in the East Asian higher education context.

This study presents a quantitative study informed by a description of the context for implementation. It adopts a quasi‐experimental, multiple time series design and examines the process and effects of change in teaching and learning at a graduate school of business (GSB) in Thailand. The GSB implemented a variety of active learning methods that were explicitly designed to increase student engagement. Descriptive statistics, as well as mixed effects models, were used to analyze student course evaluation data over a several year period.

Active learning methods could be implemented in the context of an East Asian high education institution and they entailed positive change in student engagement over time.

The paper's results support assertions that Asian students respond positively to well‐designed instructional methods that seek to foster active learning.

New teaching concepts in IS are highly relevant to deliver practical skills to IS students, as demanded by business practice. There are different approaches for providing knowledge. The authors differentiate between teacher-centered and learner-centered approaches when designing new IS courses. The latter is characterized by creating learning environments, where students work on a solution for a given problem. Since nearly every company integrates its processes in enterprise systems, the authors consider the teaching of ERP as particularly relevant for business practice. Hence, the authors present the design of an ERP laboratory-based master IS courses to deliver practical and technical system knowledge. The paper aims to discuss these issues.

The main research methods to achieve the research goals are aligned with a design science approach. For evaluation, data were gathered by a questionnaire-based survey.

The authors benchmarked different issues in both classes and finally came to the conclusion that learner-centered approaches on the one hand are characterized by a lot more effort for students but on the other hand lead to a deeper understanding of a topic area and additionally boost class attendance.

Thus, this paper presents new possibilities for delivering practical and technical skills to IS master students, which is important to IS teachers, faculties and also practitioners.

Purpose – This study focuses on seventh grade teachers’ constructions of students’ civic awareness as they planned for and enacted a civic engagement project with urban youth of color.Approach – Drawing on critical and interpretive paradigms, I analyze the teachers’ dialogues during colloquia on youth civic engagement and their pedagogy as observed in the classroom.Findings – At the start of the project, the teachers hoped to involve students in critical thought and action on a local social problem. Yet, they doubted the depth of students’ knowledge about injustices in their neighborhood. As the students shared their thoughts about budget cuts affecting a local park, the teachers expanded their constructs of the students’ civic knowledge.Value – The paper argues that teachers’ views of student knowledge are malleable and in the context of a learner-centered curriculum, they can position students as aware activists.

Learner-centered education faces many challenges when introduced to university centers where faculty socialization into subject-centered teaching is the dominant ethos. Three warning metaphors drawn from the literature of J K Rowling are used to illuminate challenges associated with learner-centered education. The first metaphor focuses attention on ways in which institutional structures in disciplinary education are frequently altered confronting faculty and students with organizational turbulence. The second metaphor warns that individual learners easily distracted from family and personal career goals. The final metaphor highlights ways in which learning – to be of value to students – requires personal ownership and fit.

The purpose of this study was to find out the perception of prospective teachers and teacher educators regarding the curriculum ideologies. The student–teachers and teacher educators from a public university of Pakistan participated in the study.

The current study has employed quantitative approach and used descriptive survey research design. The data was collected through the convenience sampling techniques. The data was collected through a questionnaire developed by Schiro in 2008. The questionnaire consisting of six parts and each part contains four statements on the curriculum ideologies of Scholar Academy, Social efficacy learner centered and social reconstruction ideology. The population of study comprised of 200 Prospective teachers of education department of a public sector University of Sindh, Pakistan. The data was collected by using 4-point Likert scale. The likert scale was ranging from the first priority to least priority. The reliability statistics was computed through Cronbach alpha α = 0.763. The data was analyzed through Statistical package for social science (SPSS) version 23.0 and mean and percentages were computed in this study.

The findings of the study revealed that most of the prospective teachers as well faculty members are following the scholar academy ideology to align with national goals of curriculum. The prospective teachers and faculty members believe that knowledge should be transferred from the institutions to the learners rather than the knowledge can be disseminated from the other sources as per the new dimensions for updated curriculum.

The current study suggests curriculum ideology awareness programs should be given to prospective teachers and faculty members before their induction. The study also recommends that a survey study can be conducted from teachers and teacher educators before designing the national curriculum of Pakistan because majority of participants believed that knowledge can only be transferred from institutions.

This empirical study has given thoughtful insights to investigate the curriculum ideologies with new dimensions for those who are studying in teacher education courses and for their mentors. So, this study has contributed new knowledge in the context of Sindh, Pakistan specifically in the domain of curriculum ideologies and frameworks.

The purpose of this research is to describe the teaching style of the faculty of a Police Officer Standards and Training (POST) organization in a Midwestern state and the degree and method of application of adult learning principles by the POST faculty. The move of law enforcement to community‐oriented policing (COP) requires that police officers develop communication and problem‐solving skills. The application of adult learning principles in law enforcement education can help prepare officers for their role in COP.

In this mixed method/descriptive study, 85 instructors completed the Principles of Adult Learning Scale (PALS) and 21 instructors participated in in‐depth interviews.

Major findings in the study related to POST instructors' strong preference for a teacher‐centered style of teaching as measured by PALS and a disconnect between what instructors do in the classroom and what they feel is effective instruction.

Offers suggestions related to the nature of the field and for instructor development. Recommendations were made related to professional development and the application of adult learning principles to law enforcement education and training.

This research fills a void in the field by beginning to give a formal description of teaching style in law enforcement education and training. It also details the value of applying adult learning theory in law enforcement instruction and the implications for community‐oriented policing.