The Resource Knowing and reasoning in college : gender-related patterns in students' intellectual development, Marcia B. Baxter Magolda
Knowing and reasoning in college : gender-related patterns in students' intellectual development, Marcia B. Baxter Magolda
Resource Information
The item Knowing and reasoning in college : gender-related patterns in students' intellectual development, Marcia B. Baxter Magolda represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of San Diego Libraries.This item is available to borrow from 1 library branch.
Resource Information
The item Knowing and reasoning in college : gender-related patterns in students' intellectual development, Marcia B. Baxter Magolda represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of San Diego Libraries.
This item is available to borrow from 1 library branch.
- Summary
- Understanding college students' intellectual development is at the heart of effective educational practice. How do college students learn? How can educators maximize intellectual development in the college environment for both sexes - both in and out of the classroom? In this book, Marcia B. Baxter Magolda demonstrates how educators can use a deeper understanding of the way students learn to teach more effectively. Drawing on a unique longitudinal study of more than one hundred college students, both male and female - and presenting information not available in single-gender studies - the author explains surprising gender-related patterns that affect the way students develop. Baxter Magolda uses data gathered from in-depth interviews over a five-year period to reveal four distinct "ways of knowing." These range from the most basic - in which learning is a question of acquiring information and repeating - to the most complex - in which students evaluate a variety of opinions before finally forming their own. In an innovative approach, the author presents direct excerpts from interviews with students, allowing us to "hear" their experiences in their own words - and offers rich data about the current realities of learning in college. The book provides useful real-life examples of how instructional approaches, class expectations, peer interaction, evaluation methods, and other factors affect intellectual development in the classroom. Similarly, the author demonstrates how peer relationships, student organizations, educational advising, internships, employment, and international and cultural exchange can support and develop complex learning beyond the classroom. Knowing and Reasoning in College provides practical recommendations on how to respond to each of the four ways of knowing. It shows how, by designing instruction and interaction to reach students at every level, educators can maximize learning, promote skill acquisition and development of complex reasoning, and enrich students' overall college experience
- Language
- eng
- Edition
- 1st ed
- Extent
- xxi, 446 pages
- Contents
-
- Part 1: Understanding gender-related patterns in knowing
- Studying ways of knowing
- Gender-related patterns in knowing
- Absolute knowing: receiving and mastering knowledge
- Transitional knowing: interpersonal and impersonal patterns
- Independent knowing: embracing and subordinating others' ideas
- Relating the patterns to diverse student populations
- Part 2: Implications for academic and student affairs
- Teaching responsively to different ways of knowing
- Developing students in the classroom
- Supporting patterns of knowing in the cocurriculum
- Promoting cocurricular learning
- Becoming responsive to ways of knowing in higher education
- Resources: A.: Context of the study: Miami University
- b.: Design and methods used in the study
- C.: Study interview and questionnaire
- Isbn
- 9781555424671
- Label
- Knowing and reasoning in college : gender-related patterns in students' intellectual development
- Title
- Knowing and reasoning in college
- Title remainder
- gender-related patterns in students' intellectual development
- Statement of responsibility
- Marcia B. Baxter Magolda
- Subject
-
- College students -- United States -- Longitudinal studies
- Collegestudent
- Collegestudent
- Entwicklung
- Entwicklung
- Geschlechterrolle
- Geschlechtsunterschied
- Geschlechtsunterschied
- Hochschule
- Intelligenz
- Intelligenz
- Knowledge, Theory of
- Knowledge, Theory of -- Longitudinal studies
- Kognitive Entwicklung
- Learning
- Learning -- Longitudinal studies
- Lehre
- Longitudinal studies
- Sex differences
- Sex differences -- Longitudinal studies
- Student
- USA
- USA
- United States
- College students
- Language
- eng
- Summary
- Understanding college students' intellectual development is at the heart of effective educational practice. How do college students learn? How can educators maximize intellectual development in the college environment for both sexes - both in and out of the classroom? In this book, Marcia B. Baxter Magolda demonstrates how educators can use a deeper understanding of the way students learn to teach more effectively. Drawing on a unique longitudinal study of more than one hundred college students, both male and female - and presenting information not available in single-gender studies - the author explains surprising gender-related patterns that affect the way students develop. Baxter Magolda uses data gathered from in-depth interviews over a five-year period to reveal four distinct "ways of knowing." These range from the most basic - in which learning is a question of acquiring information and repeating - to the most complex - in which students evaluate a variety of opinions before finally forming their own. In an innovative approach, the author presents direct excerpts from interviews with students, allowing us to "hear" their experiences in their own words - and offers rich data about the current realities of learning in college. The book provides useful real-life examples of how instructional approaches, class expectations, peer interaction, evaluation methods, and other factors affect intellectual development in the classroom. Similarly, the author demonstrates how peer relationships, student organizations, educational advising, internships, employment, and international and cultural exchange can support and develop complex learning beyond the classroom. Knowing and Reasoning in College provides practical recommendations on how to respond to each of the four ways of knowing. It shows how, by designing instruction and interaction to reach students at every level, educators can maximize learning, promote skill acquisition and development of complex reasoning, and enrich students' overall college experience
- Cataloging source
- DLC
- http://library.link/vocab/creatorDate
- 1956-
- http://library.link/vocab/creatorName
- Baxter Magolda, Marcia B.
- Index
- index present
- LC call number
- LB1060
- LC item number
- .B4 1992
- Literary form
- non fiction
- Nature of contents
- bibliography
- Series statement
-
- The Jossey-Bass higher and adult education series
- The Jossey-Bass social and behavioral science series
- http://library.link/vocab/subjectName
-
- Learning
- Knowledge, Theory of
- College students
- Sex differences
- College students
- Knowledge, Theory of
- Learning
- Sex differences
- United States
- Collegestudent
- Intelligenz
- Entwicklung
- Geschlechtsunterschied
- USA
- Collegestudent
- Entwicklung
- Geschlechterrolle
- Geschlechtsunterschied
- Hochschule
- Intelligenz
- Kognitive Entwicklung
- Lehre
- Student
- USA
- Label
- Knowing and reasoning in college : gender-related patterns in students' intellectual development, Marcia B. Baxter Magolda
- Bibliography note
- Includes bibliographical references (pages 427-435) and index
- Carrier category
- volume
- Carrier category code
-
- nc
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
- Part 1: Understanding gender-related patterns in knowing -- Studying ways of knowing -- Gender-related patterns in knowing -- Absolute knowing: receiving and mastering knowledge -- Transitional knowing: interpersonal and impersonal patterns -- Independent knowing: embracing and subordinating others' ideas -- Relating the patterns to diverse student populations -- Part 2: Implications for academic and student affairs -- Teaching responsively to different ways of knowing -- Developing students in the classroom -- Supporting patterns of knowing in the cocurriculum -- Promoting cocurricular learning -- Becoming responsive to ways of knowing in higher education -- Resources: A.: Context of the study: Miami University -- b.: Design and methods used in the study -- C.: Study interview and questionnaire
- Control code
- 25631623
- Dimensions
- 24 cm
- Edition
- 1st ed
- Extent
- xxi, 446 pages
- Isbn
- 9781555424671
- Lccn
- 92009889
- Media category
- unmediated
- Media MARC source
- rdamedia
- Media type code
-
- n
- System control number
- (OCoLC)25631623
- Label
- Knowing and reasoning in college : gender-related patterns in students' intellectual development, Marcia B. Baxter Magolda
- Bibliography note
- Includes bibliographical references (pages 427-435) and index
- Carrier category
- volume
- Carrier category code
-
- nc
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
- Part 1: Understanding gender-related patterns in knowing -- Studying ways of knowing -- Gender-related patterns in knowing -- Absolute knowing: receiving and mastering knowledge -- Transitional knowing: interpersonal and impersonal patterns -- Independent knowing: embracing and subordinating others' ideas -- Relating the patterns to diverse student populations -- Part 2: Implications for academic and student affairs -- Teaching responsively to different ways of knowing -- Developing students in the classroom -- Supporting patterns of knowing in the cocurriculum -- Promoting cocurricular learning -- Becoming responsive to ways of knowing in higher education -- Resources: A.: Context of the study: Miami University -- b.: Design and methods used in the study -- C.: Study interview and questionnaire
- Control code
- 25631623
- Dimensions
- 24 cm
- Edition
- 1st ed
- Extent
- xxi, 446 pages
- Isbn
- 9781555424671
- Lccn
- 92009889
- Media category
- unmediated
- Media MARC source
- rdamedia
- Media type code
-
- n
- System control number
- (OCoLC)25631623
Subject
- College students -- United States -- Longitudinal studies
- Collegestudent
- Collegestudent
- Entwicklung
- Entwicklung
- Geschlechterrolle
- Geschlechtsunterschied
- Geschlechtsunterschied
- Hochschule
- Intelligenz
- Intelligenz
- Knowledge, Theory of
- Knowledge, Theory of -- Longitudinal studies
- Kognitive Entwicklung
- Learning
- Learning -- Longitudinal studies
- Lehre
- Longitudinal studies
- Sex differences
- Sex differences -- Longitudinal studies
- Student
- USA
- USA
- United States
- College students
Genre
Member of
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.sandiego.edu/portal/Knowing-and-reasoning-in-college--gender-related/eOl4zazsMr8/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.sandiego.edu/portal/Knowing-and-reasoning-in-college--gender-related/eOl4zazsMr8/">Knowing and reasoning in college : gender-related patterns in students' intellectual development, Marcia B. Baxter Magolda</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.sandiego.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.sandiego.edu/">University of San Diego Libraries</a></span></span></span></span></div>
