In her thoughtful and innovative new book, Marcia B. Baxter Magolda writes of "bridging the worlds between educator and students." There is perhaps no task more fundamental to effective teaching and learning. All too often a distinct gap develops or cannot be overcome between instructor and student, one that leaves each struggling to understand the other's position. The professional quest for principles of structure and process that can help close this divide is both evolving and unending. This book is intended to help college faculty create conditions in which students learn to construct knowledge in their disciplines and achieve self-authorship. A significant, and often overlooked, dimension mediating learning and self-authorship centers on learners' ways of knowing, or their assumptions about the nature, limits, and certainty of knowledge. A learner who assumes that all knowledge is certain expects to hear answers from an authority figure; in contrast, a learner who views knowledge as relative expects to explore multiple viewpoints. By taking a constructive-developmental approach, Baxter Magolda demonstrates how students' ability to construct knowledge is intertwined with the development of their assumptions about knowledge itself and their role in creating it. She shows how the structure of constructive-developmental teaching hinges on three principles: validating students' ability to know, situating learning in students' experience, and defining learning as teachers and students mutually constructing meaning. Unlike most of the literature on the subject, this book takes abstract pedagogical principles and translates them into practical methods. By observing four semester-length college courses in mathematics, zoology, human development, and education and intensively interviewing students and their instructors, Baxter Magolda provides much-needed, concrete principles that will lead to valuable improvements in the classroom environment. With an enhanced level of understanding of the teaching-learning relationship, professors will be able to teach better, and students will be able to learn better, thus preparing them to meet the demands inherent in adulthood and preparing them to take an active role in creating a better society. Those actively involved in higher education, whether college faculty or students in graduate programs, as well as anyone focused on education in general will find much of interest in this book.
Release on 1997-04-24 | by Rosaleen Howard-Malverde
Author: Rosaleen Howard-Malverde
Pubpsher: Oxford University Press
Category: Language Arts & Disciplines
A major concern in current anthropological thinking is that the method of recording or translating into writing a society's cultural expressions--dance, rituals, pottery, the social use of space, et al--cannot help but fundamentally alter the meaning of the living words and deeds of the culture in question. Consequently, recent researchers have developed more dialogic methods for collecting, interpreting, and presenting data. These new techniques have yielded much success for anthropologists working in Latin America, especially in their efforts to understand how economically, politically, and socially subordinated groups use culture and language to resist the dominant national culture and to assert a distinct historical identity. This collection addresses these issues of "texts" and textuality as it explores various Latin American languages and cultures.
This provocative anthology explores how personal interests, intellectual development, value systems, emotional states, and cultural backgrounds all affect the way in which we process information. A diverse group of designers, educators, and interdisciplinary experts challenge the existing theory that communication hinges on transmission and that the audience is merely a passive receptacle. Essays explore: The physical, visual, cognitive, and cultural meanings of messages created by communication, How interpretation plays a fundamental role in the creation of meaning, Living spaces as communication spaces, The space of language and graphics, Avoiding miscommunication in the public sphere, Designing effective communications and the Internet. This book is essential reading for all graphic and communication designers who care about how their message is received. Book jacket.
Everything You Need to Know That Wasn't on the CCNA Exam
Author: Gary A. Donahue
Pubpsher: "O'Reilly Media, Inc."
Pick up where certification exams leave off. With this practical, in-depth guide to the entire network infrastructure, you’ll learn how to deal with real Cisco networks, rather than the hypothetical situations presented on exams like the CCNA. Network Warrior takes you step by step through the world of routers, switches, firewalls, and other technologies based on the author's extensive field experience. You'll find new content for MPLS, IPv6, VoIP, and wireless in this completely revised second edition, along with examples of Cisco Nexus 5000 and 7000 switches throughout. Topics include: An in-depth view of routers and routing Switching, using Cisco Catalyst and Nexus switches as examples SOHO VoIP and SOHO wireless access point design and configuration Introduction to IPv6 with configuration examples Telecom technologies in the data-networking world, including T1, DS3, frame relay, and MPLS Security, firewall theory, and configuration, as well as ACL and authentication Quality of Service (QoS), with an emphasis on low-latency queuing (LLQ) IP address allocation, Network Time Protocol (NTP), and device failures
Narratives for Transforming Higher Education to Promote Self-development
Author: Marcia B. Baxter Magolda
Pubpsher: Stylus Publishing, LLC.
What impact does a college education have on students' careers and personal lives after they graduate? Do they consider themselves well prepared for the demands and ambiguities of contemporary society? What can we learn from their stories to improve the college learning experience? This groundbreaking book extends Marcia Baxter Magolda's renowned longitudinal study and follows her participants' lives from their graduation to their early thirties. We follow these students' journeys to an internally-authored sense of identity and how they make meaning of their lives. From this, the author proposes a new framework for higher education to better foster students' crucial journeys of transformation - through the shaping of curriculum and co-curriculum, advising, leadership opportunities, campus work settings, collaboration, diversity and community building.