Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy

By Gregory S. Blimling. 2002

309 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7a8cfb4a1be72a25339ee7e42dd93bb592ac25a5

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Developmental Model of Intercultural Maturity (2005, background): “…develop the array of skills that will enable them to tackle complex contemporary problems, especially those with an intercultural dimension (Baxter Magolda, 1997, 1999, 2001, 2003; Baxter Magolda & King, 2004; M. Bennett, 1993; Bidell, Lee, Boucie, Ward, & Brass, 1994; Jones & McEwen, 2000;…”
Enduring Influences of Service-Learning on College Students' Identity Development (2004, background): “Although few college students achieve self-authorship (Baxter Magolda, 1999), the results of this study indicated that service-learning is a valuable strategy for nudging them toward that developmental goal.”
Creating Crossroads for Self-Authorship: Investigating the Provocative Moment (2005, background): “…and development often seek ways of operationalizing ways of knowing and constructing contexts to appropriately support student development (e.g., American College Personnel Association [ACPA], 1996; Baxter Magolda, 1999; Council for the Advancement of Standards in Higher Education [CAS], 2004).”
Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers (2007, background): “It should relate to students’ and teachers’ experiences, to how they process these experiences and to their abilities to connect to both the theoretical material they have learned and their attempts to give significance to their experiences (Baxter-Magolda, 1999).”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, methodology): “Socioscientific Issues SSI are ill-structured problems for which solutions are uncertain and complex (Baxter Magolda, 1999; Kuhn, 1991; Zohar & Nemet, 2002), and, at a minimum, incorporate two main elements: (1) connections to science content, and (2) social significance.”
Meaning-Making Capacity and the Dynamics of Lesbian College Students' Multiple Dimensions of Identity (2004, background): “Fewer college students make meaning at the fourth order, or “foundational” meaningmaking (Baxter Magolda, 1999b), which is characterized by self-authorship.”
Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005, background): “Some authors use the term self-authorship to describe this process of constructing one's own knowledge versus passively receiving knowledge from others, considering self-authorship to be a major aim of education (Kegan, 1994; King, 2003; Baxter-Magolda, 1999).”
Measuring the Importance of Precursor Steps to Transformative Learning (2010, background): “Another popular response, ethics, is related to the “stage” explanation of the gradual increase of ethical sensitivity from freshman to senior (Baxter Magolda, 2000).”
Developing Mathematics Teachers: The Transition From Preservice to Experienced Teacher (2006, background): “To listen to the voices of others, one must acquire an internal locus of authority (Perry, 1970) or an internal belief system (Baxter Magolda & King, 2004).”
Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development (2007, background): “…for an " unknown future " is a longstanding tenet of education that is still viewed as a central purpose of colleges and universities today (Baxter Magolda, 1999, 2001, 2004; Bowden & Marton, 1998, 2004; Boyer Report, 1998; Dewey, 1933, 1938; Farmer et al., 1992; Freire, 1990; Giroux, 1988; Shor,…”
Self-Authorship and Women's Career Decision Making (2005, background): “…is simultaneously an ability to construct and evaluate knowledge claims in context, an ability to construct an internal identity separate from but sensitive to external factors, and an ability to genuinely consider others’ perspectives without being consumed by them (Baxter Magolda, 1999).”
COLLEGE STUDENTS' EXPERIENCES WITH DIVERSITY AND THEIR EFFECTS ON ACADEMIC SELF-CONFIDENCE, SOCIAL AGENCY, AND DISPOSITION TOWARD CRITICAL THINKING (2005, background): “…of aspects of self and cognitive outcomes will be important as researchers and practitioners attempt to attend to multiple dimensions of student development, as is suggested by several scholars of student development (e.g., Baxter Magolda, 1999, Kegan, 1994; King and Kitchener, 1994).”