Literaturnachweis - Detailanzeige
Autor/inn/en | Arredondo, Daisy E.; Rucinski, Terrance T. |
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Titel | Using Structured Interactions in Conferences and Journals To Promote Cognitive Development among Mentors and Mentees. |
Quelle | In: Journal of Curriculum and Supervision, 13 (1998) 4, S.300-27 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0882-1232 |
Schlagwörter | Adult Learning; Cognitive Development; Dialog Journals; Educational Administration; Elementary Secondary Education; Graduate Students; Graduate Study; Higher Education; Journal Writing; Mentors Adulte education; Adult training; Erwachsenenbildung; Kognitive Entwicklung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeitschriftenaufsatz |
Abstract | Examined effects of structured interactions in conferences and journals on the cognitive complexity of adult educators. Subjects were 11 graduate students enrolled in an educational leadership class (mentors), paired with 11 colleagues selected from student work sites (mentees). Final journal entries revealed evidence of movement toward the upper stages of reflective judgment and higher levels of moral reasoning. (54 footnotes) (MLH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |