Using Structured Interactions in Conferences and Journals To Promote Cognitive Development among Mentors and Mentees.

Autor/inn/en	Arredondo, Daisy E.; Rucinski, Terrance T.
Titel	Using Structured Interactions in Conferences and Journals To Promote Cognitive Development among Mentors and Mentees.
Quelle	(1997), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; Cognitive Development; Conferences; Graduate Students; Higher Education; Instructional Leadership; Interaction; Interpersonal Relationship; Mentors; Moral Values; Responses; Student Journals; Supervision; Supervisors; Thinking Skills + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Instruction; Leadership; Bildung; Erziehung; Führung; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Moral value; Ethischer Wert; Studentenzeitung; Denkfähigkeit
Abstract	A study was conducted to examine the effects of structured interactions in conferences and journals on the cognitive complexity of adult educators. The specific focus was the effects of the use of specific dialogue patterns within reflective conversations and of structured response patterns in journals on the cognitive processes of mentors and mentees engaged in conferences about the professional practices of the mentees. In the 1995-96 school year students in a graduate class in educational leadership participated as part of their course work. Eleven pairs of educators completed the project. Each pair consisted of a student and a partner from the student's work site. Some pairs were an administrator and a teacher; others were closer to being true peers as teachers. The Rest Defining Issues Test (J. Rest, 1986) was used to assess changes in the level or complexity of principled moral reasoning of mentors and mentees involved in the project, and the Schommer Epistemological Survey (M. Schommer, 1989) was used to assess changes in complexity of epistemological beliefs of mentors and mentees. Preliminary analysis of research data suggest that mentor/mentee interactions may indeed foster important changes in cognitive structures. The strongest support comes from journal data. These results add to the body of knowledge about effective supervisory processes. An appendix lists themes for support and challenge dialogues. (Contains two tables.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC