Special Issue: Assessing Meaning Making and Self-Authorship--Theory, Research, and Application

Autor/inn/en	Baxter Magolda, Marcia B.; King, Patricia M.
Titel	Special Issue: Assessing Meaning Making and Self-Authorship--Theory, Research, and Application
Quelle	In: ASHE Higher Education Report, 38 (2012) 3, S.1-138 (138 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6970
DOI	10.1002/aehe.20003
Schlagwörter	Self Actualization; Liberal Arts; College Students; Student Development; Thinking Skills; Critical Thinking; Competence; Moral Values; Ethics; Constructivism (Learning); Developmental Stages; Self Concept; Higher Education; Role of Education; Self Evaluation (Individuals); Evaluation Methods; Environmental Influences; Student Characteristics; Interviews; Longitudinal Studies; Research Methodology; Student Experience; Research Skills; Trust (Psychology); Power Structure; Student Attitudes; Personal Narratives; Guides + Suchen Sie Ihr Suchwort? Self actualisation; Selbstverwirklichung; Collegestudent; Denkfähigkeit; Kritisches Denken; Kompetenz; Moral value; Ethischer Wert; Ethik; Selbstkonzept; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsauftrag; Environmental influence; Umwelteinfluss; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research method; Forschungsmethode; Studienerfahrung; Forschungsleistung; Schülerverhalten; Erlebniserzählung; Handbuch; Leitfaden
Abstract	In this monograph, the authors identify milestones in the journey toward self-authorship based on the theoretical work of Kegan (1982, 1994) and Baxter Magolda (2001b, 2008, 2009a), as well as the empirical findings from Baxter Magolda's longitudinal study (2001b, 2009a) and the qualitative longitudinal portion of the Wabash National Study of Liberal Arts Education (WNS). They have identified ten positions clustered into three major meaning-making structures: External meaning making, Crossroads (a mixture of external and internal), and Internal meaning making. They selected a helix to capture the circular rather than linear nature of development and to highlight the broad contours of development. This general trajectory of the development of meaning making from an external to an internal orientation reflects prior theory and research on the development of the complexity of meaning making. They attempted to capture the variability in developmental pathways through the use of interwoven strands of ribbons; these represent multiple possible pathways toward a self-authoring perspective. A full description of each position is given in each chapter of the monograph along with illustrative verbatim excerpts. The following chapters are included: (1) Nudging Minds to Life: Self-Authorship as a Foundation for Learning; (2) Assessing Self-Authorship and Its Evolution; (3) Development of the Ten Positions in the Journey Toward Self-Authorship (James P. Barber served as coauthor of this chapter); (4) Trusting External Authority: External Positions (Rosemary J. Perez served as coauthor of this chapter); (5) Entering the Crossroads: Predominantly External Positions (Kari B. Taylor served as coauthor of this chapter); (6) Leaving the Crossroads: Predominantly Internal Positions (Kari B. Taylor served as coauthor of this chapter); (7) Self-Authorship: Internal Positions (Rosemary J. Perez served as coauthor of this study); and (8) Using the Self-Authorship Assessment Guide. An appendix presents: Wabash National Study of Liberal Arts Education: Qualitative Research Team. Name and subject indexes are included. (Contains 2 figures.) (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10