VIRTUOUS CYCLES OF LEARNING.
This article presents preliminary results from a series of ongoing action-research projects involving the use of embedded diagnostic developmental assessments (called LectaTests) in leadership education contexts. These findings are presented to support a particular metatheoretical approach to learni...
| Publicado en: | Journal of Integral Theory & Practice Vol. 9; no. 1; pp. 1 - 12 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Integral Institute
Jun2014
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=100345762&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 100345762 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 19445083 8YVY jtl: Journal of Integral Theory & Practice issn: 19445083 maglogo: N pubinfo: dt: Jun2014 vid: 9 iid: 1 pid: 53721 pub: Integral Institute artinfo: ui: 100345762 ppf: 1 ppct: 11 formats: fmt: @attributes: type: P size: 2.7MB tig: atl: VIRTUOUS CYCLES OF LEARNING. aug: au: Stein, Zachary Dawson, Theo Van Rossum, Zachary Rothaizer, Joel Hill, Sandra affil: Co-founders of Lectica, Inc. Founder and Executive Director of Lectica, Inc. Adjunct Assistant Professor, Teachers College, Columbia University President, Clear Impact Consulting Group, Inc. CEO of Clear Impact Consulting Group, Inc. su: Leadership training Learning Outcome assessment (Education) Action research Virtue Ethics sug: subj: Leadership training Learning Outcome assessment (Education) Action research Virtue Ethics keyword: action research education human development leadership research instruments ab: This article presents preliminary results from a series of ongoing action-research projects involving the use of embedded diagnostic developmental assessments (called LectaTests) in leadership education contexts. These findings are presented to support a particular metatheoretical approach to learning and education in which embedded assessments form a crucial part of ongoing virtuous cycles of action, feedback, support, and learning. We present two types of evidence. First, we compare developmental growth across eight program evaluations in which LectaTests were and were not embedded. Second, we examine how embedding LectaTests in a large-scale leadership development program affected the growth of managers and their direct reports. We review these findings with an eye toward detecting the benefits of using developmental assessment as embedded diagnostics alongside their use as research instruments. We begin by using Integral Theory to structure a discussion about the ideal function of developmental assessments in educational contexts. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Integral Theory & Practice is the property of Integral Institute and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Integral Theory & Practice holder: Integral Institute dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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