Connecting Theory and Research to College Teaching Practice: Developmental Findings Applied to "Social Diversity" Classes.

Autor/inn/en	Adams, Maurianne; Zhou-McGovern, Yuhui
Titel	Connecting Theory and Research to College Teaching Practice: Developmental Findings Applied to "Social Diversity" Classes.
Quelle	(1993), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; College Instruction; Cultural Pluralism; Educational Research; Higher Education; Learning Processes; Multicultural Education; Racial Differences; Sex Differences; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Hochschullehre; Kulturpluralismus; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Multikulturelle Erziehung; Rassenunterschied; Sex difference; Geschlechtsunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	This paper describes a cognitive and socio-moral developmental, learning style, and attitudinal study. The subjects were 168 college students enrolled in a general education "diversity core" undergraduate course on social diversity and social justice in the spring of 1990 at a large northeastern public research university. Ninety-seven students completed the study or 58%. The study replicates and confirms the findings of an earlier study. It presents and statistically analyzes pre- and post-test results from four assessment instruments. The study describes each instrument, reports the findings of a positive direction of change on all measures for all students in the sample, and provides statistical analyses between group differences, course effects, gender effects, and ethnic/cultural differences. Specific questions addressed by this initial study include: (1) descriptive statistics or what are the demographic, developmental, and attitudinal characteristics of students who enroll in this social diversity course? (2) similarities between the student samples or on the basis of the descriptive statistics, do the two major sources of undergraduates constitute the same undergraduate population? (3) effect of the course or does the credited semester long course on social diversity have a statistically significant effect on the epistemological and moral development of students who enroll or on changes in their social attitudes and learning style orientations? and (4) effects of age, college class, gender, and racial identity or if effects attributed to the course are found, are they the same if demographic variables of age, college class, gender, race, and ethnicity are considered in relation to the developmental, learning style? (Author/DK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01