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Between Knowing and Becoming: A Constructivist Framework to Bridge Theory and Practice in Leadership Education

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Title: Between Knowing and Becoming: A Constructivist Framework to Bridge Theory and Practice in Leadership Education
Language: English
Authors: Teresa Zoe Plotnick (ORCID 0009-0003-3347-3904), Erich Udo Schaller, Elizabeth M. Essex (ORCID 0009-0008-9687-7339), Matthew A. Witenstein
Source: Journal of Research on Leadership Education. 2026 21(2):229-253.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Constructivism (Learning), Theory Practice Relationship, Doctoral Programs, Decision Making, Transformative Learning, Reflection, Scaffolding (Teaching Technique), College Faculty, Teacher Role, Cooperative Learning, Doctoral Students, Schemata (Cognition), Models
DOI: 10.1177/19427751251408047
ISSN: 1942-7751
Abstract: This conceptual paper introduces FRAME (Facilitating Reflective Awareness through Mental-Model Engagement), a constructivist framework for surfacing students' subconscious decision-making processes to support transformational learning and scholar-practitioner identity formation. Drawing on theories of mental models, constructivist pedagogy, and conscientization, FRAME articulates how Ed.D. faculty can foster reflective inquiry and theory-to-practice integration using dialogic instructional scaffolds. Situated within online and hybrid Ed.D. programs, this framework offers prescriptive guidance for cultivating cognitive disequilibrium that empowers students to apply theoretical lenses to complex leadership problems in their professional contexts, revise intuitive reasoning, and overcome barriers faced by diverse student populations.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504737
Database: ERIC
FullText Text:
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  Data: Between Knowing and Becoming: A Constructivist Framework to Bridge Theory and Practice in Leadership Education
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  Data: <searchLink fieldCode="AR" term="%22Teresa+Zoe+Plotnick%22">Teresa Zoe Plotnick</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-3347-3904">0009-0003-3347-3904</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erich+Udo+Schaller%22">Erich Udo Schaller</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+M%2E+Essex%22">Elizabeth M. Essex</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-9687-7339">0009-0008-9687-7339</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matthew+A%2E+Witenstein%22">Matthew A. Witenstein</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+on+Leadership+Education%22"><i>Journal of Research on Leadership Education</i></searchLink>. 2026 21(2):229-253.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/19427751251408047
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  Data: This conceptual paper introduces FRAME (Facilitating Reflective Awareness through Mental-Model Engagement), a constructivist framework for surfacing students' subconscious decision-making processes to support transformational learning and scholar-practitioner identity formation. Drawing on theories of mental models, constructivist pedagogy, and conscientization, FRAME articulates how Ed.D. faculty can foster reflective inquiry and theory-to-practice integration using dialogic instructional scaffolds. Situated within online and hybrid Ed.D. programs, this framework offers prescriptive guidance for cultivating cognitive disequilibrium that empowers students to apply theoretical lenses to complex leadership problems in their professional contexts, revise intuitive reasoning, and overcome barriers faced by diverse student populations.
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        Value: 10.1177/19427751251408047
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