Empirical Test of the Know, See, Plan, Do Model for Curriculum Design in Leadership Education

Autor/inn/en	Martin, Beth Ann; Allen, Scott J.
Titel	Empirical Test of the Know, See, Plan, Do Model for Curriculum Design in Leadership Education
Quelle	In: Journal of Leadership Education, 15 (2016) 4, S.132-143 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Models; Curriculum Design; Leadership Training; Graduate Students; Control Groups; Experimental Groups; Comparative Analysis; Pretests Posttests; Knowledge Level; Educational Planning; Case Studies; Quasiexperimental Design; Instructional Effectiveness; Hypothesis Testing; Scores; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Analogiemodell; Lehrplangestaltung; Führungslehre; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Wissensbasis; Bildungsplanung; Case study; Fallstudie; Case Study; Unterrichtserfolg; Hypothesenprüfung; Hypothesentest; Theorie-Praxis-Beziehung
Abstract	This research assesses the Know, See, Plan, portions of the Know, See, Plan, Do (KSPD) model for curriculum design in leadership education. There were 3 graduate student groups, each taught using 1 of 3 different curriculum designs (KSPD and 2 control groups). Based on a pretest, post-test design, students' performance was measured to assess their knowledge, and application skills of the course material. Results indicated MBA students taught based on a KSPD curriculum (Group 1) performed significantly better than students in the two control groups on 3 post-test dependent measures designed to capture the effectiveness of the Know, See, Plan curriculum design model, (basic leadership information (K1), recognition of leadership concepts in practice (S1), and developing a plan of action (P1)). Group 1 also performed significantly better on all 3 post-test measures than they performed on the 3 pre-test measures. The non-MBA control group (Group 2) improved significantly from pre-test to post test on P1 but not on S1 or K1. The MBA control group (Group 3) had no significant changes in performance from pre-test to post-test on any of the three dependent measures. These findings are discussed in terms of their support for the KSPD model and in regard to limitations of this study. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01