ABSTRACT

In 2009, Taylor, Cordeiro, and Chrispeels offered a comprehensive analysis of research on the pedagogies employed in educational leadership preparation. Their overview included the history of educational administration and leadership preparation from 1970 to 2008. They discussed the influence of social justice and ethics, use of narratives and problem-based learning (both simulated and in real time), application of case studies, integration of technologies, and increase in reflective practice. These were all considered fundamental to leadership and as important pedagogical strategies in leadership preparation. They used a “learning and teaching continuum” (Taylor et al., 2009, p. 326) to frame their review and demonstrate the evolution of the learner from a passive participant to an active one in leadership preparation classrooms. From their review, they found little empirical research on the effectiveness of instructional strategies, in particular on impact and outcomes. Of the research that was conducted, the studies were either (a) small-scale and conducted opportunistically by professors and students or (b) not part of a larger research agenda. Conceptually, the research also lacked coherence and insight from other professional fields. They made several recommendations for future research, but overall Taylor et al. urged the field to develop a more sustained research effort that linked states, professional organizations, and universities and that focused on leadership standards and practice.