NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1130132
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
ISSN: EISSN-1552-9045
Constructivist Meta-Practices: When Students Design Activities, Lead Others, and Assess Peers
Bright, David S.; Caza, Arran; Turesky, Elizabeth Fisher; Putzel, Roger; Nelson, Eric; Luechtefeld, Ray
Journal of Leadership Education, v15 n4 p75-99 2016
New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta-practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.
Association of Leadership Educators. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A