Addressing the Leadership Crisis through Servant-Infused Pedagogy in the College Classroom.
Few would argue with the notion that teachers play an important role in shaping student learning. Best practices suggest we do so by positively influencing affect (motivation based on perceived relevance/utility), cognition (comprehension/ understanding) and behavior (performance/application). Groun...
| Publicado en: | Journal of Communication & Religion Vol. 40; no. 2; pp. 43 - 61 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Religious Communication Association
Summer2017
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| 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=125770797&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 125770797 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 08942838 GU2 jtl: Journal of Communication & Religion issn: 08942838 maglogo: N pubinfo: dt: Summer2017 vid: 40 iid: 2 pid: 12589 pub: Religious Communication Association artinfo: ui: 125770797 10.5840/jcr201740211 ppf: 43 ppct: 18 formats: fmt: @attributes: type: P size: 301KB tig: atl: Addressing the Leadership Crisis through Servant-Infused Pedagogy in the College Classroom. aug: au: Campbell, Heather Strawser, Michael G. Sellnow, Deanna D. affil: Doctoral student at the University of Arkansas Assistant Professor of Communication and the Director of Graduate Programs at Bellarmine University Communication in the Nicholson School of Communication at the University of Central Florida su: Leadership Servant leadership Critical pedagogy Cognitive learning Greenleaf, Robert sug: subj: Leadership Servant leadership Critical pedagogy Cognitive learning Greenleaf, Robert keyword: critical pedagogy instructional communication leadership pedagogy servant leadership social cognitive learning ab: Few would argue with the notion that teachers play an important role in shaping student learning. Best practices suggest we do so by positively influencing affect (motivation based on perceived relevance/utility), cognition (comprehension/ understanding) and behavior (performance/application). Grounded in the theoretical paradigms of Freire, Greenleaf and Bandura, we contend that teachers have a moral obligation to influence not only student's minds, but also their hearts in ways that encourage them to grow into morally grounded servant-leaders as they interact in the world beyond the academy. We recommend several pedagogical strategies based on Greenleaf's ten servant leadership principles and propose potential implications. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Communication & Religion is the property of Religious Communication Association 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 Communication & Religion holder: Religious Communication Association dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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