Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. Jossey-Bass Higher and Adult Education Series and Jossey-Bass Social…
By Patricia M. King, K. Kitchener. 2009
2,151 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/eb7367a5808b9dc86755a1fc0506bbb608286752
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Citations in the corpus
- Comparing Spiritual Development and Cognitive Development. (2002, background): “The specific theories of spiritual development used for this analysis are those of Sharon Daloz Parks (1986, 2000), James Fowler (1981, 1996), and Daniel Helminiak (1987, 1996).”
- Pre-service Teachers' Epistemology Viewed through Perspectives on Problematic Classroom Situations (2000, methodology): “…had the ISSN 0260-7476 print; ISSN 1360-0540 online/00/030279-27 Ó 2000 Journal of Education for Teaching DOI: 10.1080/02607470020004387 technological knowledge to build the pyramids (King & Kitchener, 1994) or why children fail in school (Kuhn, 1991), to reasoning used in their justi cation.”
- Epistemic Metacognition in the Context of Information Searching on the Web (2008, background): “This cognitive structure has been described in relation to the ways of knowing (Belenky et al., 1986), epistemological reflection (Baxter Magolda, 1992), reflective judgment (King & Kitchener, 1994), relativistic thinking (Chandler et al., 1990), and argumentative reasoning (Kuhn, 1991).”
- 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).”
- Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching (2004, background): “…has been described as ranging from justification based on observation or authority (when knowledge is perceived as certain) or on the basis of what feels right (when knowledge is perceived as uncertain) to the use of rules of inquiry and the evaluation of expertise (King & Kitchener, 1994).”
- The Wisdom Development Scale: Translating the Conceptual to the Concrete (2006, background): “Lastly, the relationship between the WDS and existing psychosocial (Chickering & Reisser, 1993) and cognitive (Baxter Magolda, 2002; King & Kitchener, 1994; Perry, 1970) theories of human development should also be examined.”
- Structures for Facilitating Student Reflection (2009, background): “This article took a look at four different levels of reflection in the context of the intellectual development research of Kuhn (1989), King and Kitchener (1994), Kegan (1994), and others.”
- Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry (2005, background): “This belief in the certainty of knowledge is supported in studies of personal epistemology (e.g., Baxter Magolda, 1992; Belenky et al., 1986; King & Kitchener, 1994; Perry, 1970).”
- The Role of Epistemic Beliefs in Self-Regulated Learning (2007, background): “…of knowledge, certainty of knowledge, sources of knowledge, justifications for knowing (e.g., Hofer, 2000; Hofer & Pintrich, 1997; Schommer-Aikins, 2004), and developmental aspects of knowledge acquisition (e.g., King & Kitchener, 1994; Perry, 1970; Royce, Coward, Egan, Kessel, & Mos, 1978).”
- The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning (2018, background): “…have been established that can be delineated along two lines of complementary research: developmental frameworks (e.g., Baxter Magolda, 2004; King & Kitchener, 1994; Kuhn, 1991), and multidimensional frameworks (e.g., Hammer & Elby, 2002; Hofer & Pintrich, 1997; Muis, Bendixen, & Haerle,…”
- Global Leadership: A Developmental Shift for Everyone (2012, background): “We already know that people can only deal with paradoxes at higher stages of cognitive development (Kitchener & King, 1994; Laske 2009).”