Abstract
This paper presents a normative pedagogical model that integrates leadership theory, student development, and cognitive/ego development. The first step, assessment of students' developmental stage/needs, uses a developmental model to assess students' developmental and motivational needs. The second step, selection of teaching style, incorporates leadership literature to develop teaching styles selected based on the developmental and motivational needs of students. The third step in the continuous process, evaluation of outcomes, involves assessment of either continued development and/or increased student motivation and improved student learning. Research and teaching implications of the proposed model are also discussed.
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Barbuto, J.E. Developing a Leadership Perspective in the Classroom. Journal of Adult Development 7, 161–169 (2000). https://doi.org/10.1023/A:1009594213701
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DOI: https://doi.org/10.1023/A:1009594213701