The Sociomoral Development of Undergraduates in a "Social Diversity" Course: Developmental Theory, Research and Instructional Applications.

Autor/inn/en	Adams, Maurianne; Zhou-McGovern, Yu-hui
Titel	The Sociomoral Development of Undergraduates in a "Social Diversity" Course: Developmental Theory, Research and Instructional Applications.
Quelle	(1994), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Measures; Cognitive Development; Cognitive Measurement; Cognitive Style; Consciousness Raising; Cultural Differences; Cultural Pluralism; Demography; Higher Education; Social Indicators; Social Psychology; Social Science Research + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive styles; Kognitiver Stil; Bewusstseinsbildung; Kultureller Unterschied; Kulturpluralismus; Demografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social indicator; Sozialer Indikator; Sozialpsychologie; Social scientific research; Sozialwissenschaftliche Forschung
Abstract	This 1990 study of 165 undergraduates considered the application of cognitive development theory to social justice education. The table of contents presents the following sections: (1) "Why apply cognitive development theory to social justice education?" (2) "What is cognitive development?" (3) "Setting the background and context for the study"; (4) "Course goals in the light of cognitive development theory"; (5) "The Research: Student participants and methodology"; (6) "Assessment instruments"; (7) "Findings and analysis"; (8) "Application of research findings: theory to practice"; and (9) "Next steps." Pre- and post-test results were analyzed for two assessment instruments: (1) Baxter-Magolda's Measure of Epistemological Reflection (MER); and (2) Rest's Defining Issues Test (DIT). Statistical data were interpreted with course goals and teaching/learning dynamics considered, based on the findings. Numerous tables and figures are used to illustrate the research. An extensive bibliography is included. (EH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01