Abstract
Finding an effective teaching methodology for leadership educators is daunting. In this experimental study undergraduate leadership students’ retention of knowledge was tested after receiving leadership instruction via lecture, experiential learning, and public pedagogy. Results show lecture is an inferior method of teaching leadership while public pedagogy had effective and consistent results.
Citation
Williams, J. and McClure, M. (2010), "The Effects of Teaching Methods in Leadership Knowledge Retention: An Experimental Design of Lecture, Experiential, and Public Pedagogy", Journal of Leadership Education, Vol. 9 No. 2, pp. 86-100. https://doi.org/10.12806/V9/I2/RF7
Publisher
:Emerald Publishing Limited
Copyright © 2010, The Journal of Leadership Education
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/