Knowing And Reasoning In College
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| Author | : Marcia B. Baxter Magolda |
| Publisher | : Jossey-Bass |
| Total Pages | : 478 |
| Release | : 1992-10-09 |
| Genre | : Education |
| ISBN | : |
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.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 383 |
| Release | : 2001-10-27 |
| Genre | : Education |
| ISBN | : 0309293227 |
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
| Author | : Ronald Brachman |
| Publisher | : Morgan Kaufmann |
| Total Pages | : 414 |
| Release | : 2004-05-19 |
| Genre | : Computers |
| ISBN | : 1558609326 |
Knowledge representation is at the very core of a radical idea for understanding intelligence. This book talks about the central concepts of knowledge representation developed over the years. It is suitable for researchers and practitioners in database management, information retrieval, object-oriented systems and artificial intelligence.
| Author | : Yuh Huann Tan |
| Publisher | : Springer Nature |
| Total Pages | : 197 |
| Release | : 2020-03-11 |
| Genre | : Education |
| ISBN | : 9811535647 |
This book responds to calls for further advancing knowledge creation in schools. It examines sixteen Chinese Language teachers from Singapore, since language teachers are primarily responsible for the basic literacy that is the foundation of students’ lifelong learning. Positing that people’s cultural beliefs and the language(s) they use are inseparable, the book argues that Chinese language teachers possess a unique understanding of the various phenomena that reflect the influences of Chinese culture by virtue of the language they speak and teach. For the purposes of the investigation, it employs phenomenography — a methodology aimed at finding and systematising how people interpret the world around them — to determine and describe Chinese language teachers’ conceptions of these phenomena.
| Author | : Richard J. Shavelson |
| Publisher | : Stanford University Press |
| Total Pages | : 248 |
| Release | : 2009-12-17 |
| Genre | : Education |
| ISBN | : 0804773513 |
Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and new technologies are changing the way student learning is assessed. The author, one of the most respected assessment researchers in the nation, provides a framework for assessing student learning and discusses historical and contemporary debates in the field. He details new directions in assessment, such as the Collegiate Learning Assessment he helped develop, analyzes exemplary campus assessment programs, and proposes considerations necessary for designing successful accountability systems.
| Author | : Jennifer A. Moon |
| Publisher | : Routledge |
| Total Pages | : 265 |
| Release | : 2013-04-15 |
| Genre | : Education |
| ISBN | : 1134310919 |
Reflective and experiential learning are now common currency in education and training and are recognized as important tools. This handbook acts as an essential guide to understanding and using these techniques in educational and training contexts.
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 347 |
| Release | : 2018-09-27 |
| Genre | : Education |
| ISBN | : 0309459672 |
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
| Author | : Richard Arum |
| Publisher | : University of Chicago Press |
| Total Pages | : 272 |
| Release | : 2011-01-15 |
| Genre | : Education |
| ISBN | : 0226028577 |
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
| Author | : Nicola Hoggard Creegan |
| Publisher | : Wipf and Stock Publishers |
| Total Pages | : 257 |
| Release | : 2013-07-29 |
| Genre | : Religion |
| ISBN | : 1610978935 |
How can one believe in an age of doubt? How can we name the mystery of God in human words? Does nature speak of the glory of God? Does science undermine faith? Is the problem of evil unanswerable? In this volume scientists, theologians, philosophers, as well as a historian and social scientist, take seriously the challenge of knowing and speaking about God in an age of doubt and challenge. All New Zealand writers, the authors reflect a variety of styles, inputs, and assumptions from "down under." Some look to answer new atheists directly, others point out links between belief and unbelief in any age. There are essays that show us new ways of reading old texts. Scientists reflect on nature, its signs, and its obscurity. We are confronted also with the mixed picture of belief and unbelief that the last few hundred years reveals to us. Most of these essays have come out of seminars and conferences put on by TANSA (Theology and the Natural Sciences in Aotearoa), a forum for discussion and interpretation amongst scientists and theologians in New Zealand.
| Author | : Patrick G. Love |
| Publisher | : John Wiley & Sons |
| Total Pages | : 124 |
| Release | : 1999-12-17 |
| Genre | : Education |
| ISBN | : 0787948705 |
Creating learning environments and learning experiences for students is one of the primary purposes of student services. Student services professionals need to have a solid understanding of the cognitive development of college students in order to design activities that will enhance that development. This issue of New Directions for Student Services reviews five theories of the cognitive development of college students and explores the applications of those theories for student affairs practice. The theories shed light on gender-related patterns of knowing and reasoning; interpersonal, cultural, and emotional influences on cognitive development; and people's methods of approaching complex issues and defending what they believe. This is the 88th issue of the quarterly journals New Directions for Student Services.
