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Assessing meaning making and self-authorship : theory, research, and application

Author: Marcia B Baxter Magolda; Patricia M King
Publisher: Hoboken, N.J. : Wiley Periodicals, Inc. ; San Francisco, Calif. : Jossey-Bass, [2012] ©2012.
Series: ASHE higher education report, v. 38, no. 3.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
One reason so many students fail to achieve complex learning goals may be that they rely too heavily on others' opinions about what to believe, who to be, and how to relate to others. The meaning-making capacity of self-authorship provides a basis from which to understand and learn from one's experiences; without this, students are at a loss to know how to make intentional choices about what to believe and how to  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Assessing meaning making and self-authorship.
Hoboken, N.J.: Wiley Periodicals, Inc. ; San Francisco, Calif. : Jossey-Bass, ©2012
(OCoLC)801926567
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Marcia B Baxter Magolda; Patricia M King
ISBN: 9781118500590 1118500598 9781118500569 1118500563 128364522X 9781283645225 6613957720 9786613957726
OCLC Number: 812534937
Description: 1 online resource (xvii, 138 pages) : illustrations.
Contents: Nudging minds to life: self-authorship as a foundation for learning --
Meaning making and collegiate learning outcomes --
The nature of meaning making: constructivist-developmental assumptions --
Self-evolution and the journey toward self-authorship --
Conclusion --
Assessing self-authorship and its evolution --
Assessment challenges --
Assessment formats --
Four interviews to assess self-authorship --
conclusion --
Development of the ten positions in the journey toward self-authorship --
Baxter magolda's study --
Wabash national study of liberal arts education --
Nuances of self-authorship --
Trusting external authority: external positions --
Trusting external authority --
Tensions with trusting external authority --
Recognizing shortcomings of trusting external authority --
Developmental progression in external meaning making --
Entering the crossroads: predominantly external positions --
Questioning external authority --
Constructing the internal voice --
Developmental progression in entering the crossroads --
Leaving the crossroads: predominantly internal positions --
Listening to the internal voice --
Cultivating the internal voice --
Developmental progression in leaving the crossroads --
Self-authorship: internal positions --
Trusting the internal voice --
Building an internal foundation --
Securing internal commitments --
Developmental progression in internal meaning making --
Using the self-authorship assessment guide --
Assessing student characteristics and experience --
Example of a phase 1 summary (excerpts) --
Assessing developmental meaning making --
Example of a phase 2 summary (excerpts) --
Links between development and experiences --
Working through difficult summaries --
The value of listening to students --
Appendix: Wabash national study of liberal arts education: qualitative research team.
Series Title: ASHE higher education report, v. 38, no. 3.
Responsibility: Marcia B. Baxter Magolda, Patricia M. King [editors]
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Abstract:

One reason so many students fail to achieve complex learning goals may be that they rely too heavily on others opinions about what to believe, who to be, and how to relate to others.  Read more...

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