Innovative Higher Education

, Volume 8, Issue 2, pp 124–133 | Cite as

Shared leadership in the graduate classroom

  • Dianne S. Peters
  • Gordon G. Scoville
Articles
  • 41 Downloads

Abstract

This study works toward the thesis that an interaction-based teaching style rests on the notion of shared leadership and ownership between student and instructor. A descriptive analysis of instructional strategies associated with interaction-based teaching pinpoints critical incidents in the unfolding of a graduate course in higher education as well as resolution of problems with testing, grading, and evaluation. The significance of the study is that graduate professors who contemplate using an interaction-based teaching style must be prepared to let go control and to share out leadership and ownership of a course with graduate students who enroll in it.

Keywords

High Education Social Psychology Graduate Student Descriptive Analysis Cross Cultural Psychology 

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References

  1. Bergquist, W.H., Gould, R. A., & Greenberg, E.M.Designing Undergraduate Education. San Francisco, California: Jossey-Bass, Inc. 1981.Google Scholar
  2. Lindquist, Jack.Strategies for Change. Berkeley, California: Pacific Soundings Press, 1978.Google Scholar

Copyright information

© Human Sciences Press 1984

Authors and Affiliations

  • Dianne S. Peters
  • Gordon G. Scoville

There are no affiliations available

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