This article shares our experience using a job-embedded active learning approach to support candidates' growth as systems-focused equity leaders in the University of Washington's Leadership for Learning program. We describe how socio-cultural learning theory helped us shift from field-based application projects to job-embedded learning. Our…

This paper examines how a classroom designed process of constructing narratives about oneself, a group, and others helps students develop an authentic leadership voice. We begin by describing the theoretical framework behind our paper, which includes an overview of the notion of authenticity and the linkage between narrative and authentic…

This article describes how the Danforth Leadership Program at the University of Washington used Data-in-a-Day, a collaborative, action-research approach, at an urban elementary school to create a reciprocal learning experience focused on motivated learning for diverse students.