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ERIC Number: ED446663
Record Type: Non-Journal
Publication Date: 2000
Pages: 104
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7879-5446-2
ISSN: ISSN-0271-0633
Teaching To Promote Intellectual and Personal Maturity: Incorporating Students' Worldviews and Identities into the Learning Process. The Jossey-Bass Higher and Adult Education Series.
Magolda, Marcia B. Baxter, Ed.
New Directions for Teaching and Learning, n82 Sum 2000
This volume offers an alternative diagnosis of the expectations gap that exists between students and professors. Professors' expectations often go far beyond students' assumptions about the nature of knowledge. It is not what students think but rather how they think that is important in the learning process. How students make meaning mediates how they learn. It introduces the multiple dimensions of meaning-making that affect learning. The chapters are: chapter 1, "Meaning-Making in the Learning and Teaching Process" (Michael Ignelzi); chapter 2, "Learning To Make Reflective Judgments" (Patricia M. King); chapter 3, "Toward a More Connected Vision of Higher Education" (Blythe McVicker Clinchy); chapter 4, "Democratic Citizenship and Service Learning: Advancing the Caring Self" (Robert A. Rhoads); chapter 5, "Creating a Culturally Responsive Learning Environment for African American Students" (Mary F. Howard-Hamilton); chapter Six, "Identity Development of High-Ability Black Collegians" (Sharon Fries-Britt); chapter 7, "Expressing Cultural Identity in the Learning Community: Opportunities and Challenges" (Anna M. Ortiz); chapter 8, "Creating a Positive Learning Environment for Gay, Lesbian, and Bisexual Students" (Nancy J. Evans); and chapter 9, "Teaching To Promote Holistic Learning and Development" (Marcia B. Baxter Magolda). Each chapter contains references. (EMS)
Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104-1342 ($58/year, $24 each). Web site:
Publication Type: Books; Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A