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Relevant bibliographies by topics / Constructive-developmental

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Academic literature on the topic 'Constructive-developmental'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Constructive-developmental"

1

M. Novicevic, Milorad, John Humphreys, M. Ronald Buckley, Foster Roberts, Andrew Hebdon, and Jaemin Kim. "Teaching as constructive-developmental leadership." Journal of Management History 19, no. 4 (2013): 423–40. http://dx.doi.org/10.1108/jmh-09-2012-0060.

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McAuliffe, Garrett J., and Roger F. Strand. "Advising From a Constructive Developmental Perspective." NACADA Journal 14, no. 1 (1994): 25–31. http://dx.doi.org/10.12930/0271-9517-14.1.25.

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Advisors can enhance development by, first, identifying students' meaning-making assumptions and, second, challenging those assumptions while offering support as students struggle to increase the complexity of meaning making. Constructive developmental theory is offered as a useful framework from which to encourage greater student ownership of the educational planning process. Methods of assessing and enhancing development are suggested. Two cases that depict advising from the constructive developmental perspective are offered.

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Ellison, Edythe S. "Social Support and the Constructive-Developmental Model." Western Journal of Nursing Research 9, no. 1 (1987): 19–28. http://dx.doi.org/10.1177/019394598700900104.

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Eriksen, Karen. "The Constructive Developmental Theory of Robert Kegan." Family Journal 14, no. 3 (2006): 290–98. http://dx.doi.org/10.1177/1066480706287799.

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Kuhnert, Karl W., and Philip Lewis. "Transactional and Transformational Leadership: A Constructive/Developmental Analysis." Academy of Management Review 12, no. 4 (1987): 648. http://dx.doi.org/10.2307/258070.

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Kuhnert, Karl W., and Philip Lewis. "Transactional and Transformational Leadership: A Constructive/Developmental Analysis." Academy of Management Review 12, no. 4 (1987): 648–57. http://dx.doi.org/10.5465/amr.1987.4306717.

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Hunter, Anne Marie B., Nancy M. Lewis, and Paula K. Ritter-Gooder. "Constructive Developmental Theory: An Alternative Approach to Leadership." Journal of the American Dietetic Association 111, no. 12 (2011): 1804–8. http://dx.doi.org/10.1016/j.jada.2011.10.009.

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Hunter, Anne Marie B., Nancy M. Lewis, and Paula K. Ritter-Gooder. "Constructive Developmental Theory: An Alternative Approach to Leadership." Journal of the Academy of Nutrition and Dietetics 114, no. 5 (2014): S30—S34. http://dx.doi.org/10.1016/j.jand.2014.02.027.

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Valcea, Sorin, Maria Riaz Hamdani, M. Ronald Buckley, and Milorad M. Novicevic. "Exploring the developmental potential of leader–follower interactions: A constructive-developmental approach." Leadership Quarterly 22, no. 4 (2011): 604–15. http://dx.doi.org/10.1016/j.leaqua.2011.05.003.

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VALCEA, SORIN, MARIA R. HAMDANI, and MICHAEL R. BUCKLEY. "CONSTRUCTIVE DEVELOPMENTAL THEORY AND DEVELOPMENT OF LEADERS AND FOLLOWERS." Academy of Management Proceedings 2009, no. 1 (2009): 1–6. http://dx.doi.org/10.5465/ambpp.2009.44265096.

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Dissertations / Theses on the topic "Constructive-developmental"

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SAITOH, Makoto, та 信. 齋藤. "Kegan の構造発達理論の理論的検討 : 理論と発達段階の構成に着目して". 名古屋大学大学院教育発達科学研究科, 2009. http://hdl.handle.net/2237/16137.

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Silverstein, Charles H. "Contemplative practices and orders of consciousness| A constructive-developmental approach." California Institute of Integral Studies, 2013.

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3

Fraser, Merri Lee. "Communication theory and the construction of meaning : a constructive developmental approach." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/500.

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In recent years the field of communication has been experiencing a movement toward newer non-tradtional approaches to the study of communication and information. Among these newer approaches is a growing body of research that focuses on interpretive behavior in the communication process. Brenda Dervin's Sense-Making model of communication/information has been the most widely used interpretive theory of information to date. Sense-Making focuses primarily upon the role of the receiver in the communication process and how individuals construct meaning in specific situations. As a result, Sense-Ma

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Ollis, Stewart. "Constructive expertise : a critical ecological and micro-developmental perspective on developing talent." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/29306.

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Study 1 utilised ethnographic enquiry over an eighteen month period whilst working in collaboration with the Rugby Football Union Elite Referee Unit. The study found shifts in existing perspectives of expertise and talent development including a) the movement from a descriptive and phase-staged approach to one which is dynamic and non-linear; b) non-normative as well as normative influences; c) recognition of an ‘expert self’ as intrapersonal, interpersonal, group and social; d) expertise development existing at micro-, meso- and macro-development levels; and e) an integrative, contextualised

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Florio, Linda. "Applications of constructive developmental theory to the studies of leadership development : a systematic review." Thesis, Cranfield University, 2008. http://dspace.lib.cranfield.ac.uk/handle/1826/4631.

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Purpose. The purpose of this dissertation is to present three main outcomes of the systematic review undertaken: - A synthesis of extant literature on leadership development from the angle of constructive developmental theory. - A review of the two approaches in constructive developmental theory most widely used in conjunction with studies of leadership development. - An integrative framework of the process and context of leadership development from the constructive developmental perspective. In exploring the directions of further inquiry, the framework is applied to the development of a trans

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Popkova, Oxana. "The role of identity in the development of senior leader expertise :|ba constructive-developmental perspective." Thesis, Cranfield University, 2012. http://dspace.lib.cranfield.ac.uk/handle/1826/7884.

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Background: The multi-billion dollar leadership development industry relies on practitioner approaches that in mainstream prescribe the content view of leadership pipeline development – recruiting in traits and attributes, and training up skills and behaviours. This approach is not delivering the expected results. However, a reliable evidence-based process approach to leader development has not yet emerged. Purpose: This study addresses the insufficiency of the current theory and evidence relating the mechanisms of development of senior leader expertise. Methodology: The study relies on the sy

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Kaiser, Donna Hines. "The development of family counselors during internship: A multiple case study using constructive developmental theory." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154103.

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Romig, Connie J. "ACTIVE-CONSTRUCTIVE-INTERACTIVE: INVESTIGATING THEEFFECTIVENESS OF DIFFERING INSTRUCTIONAL STRATEGIES IN ACLASSROOM SETTING." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479132642364102.

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Rogan, Carrie. "Growth Within the Adjunct Faculty Role: An Interaction of Challenge, Support, and Context." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512398012738022.

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Draper, Joseph Porter. "Evolving communities : adapting theories of Robert Kegan and Bernard Lonergan to intentional groups." Thesis, Boston College, 2008. http://hdl.handle.net/2345/20.

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It has been long known that groups of adults learn and enact their learning in certain ways; what is little known is how groups learn and how they develop in cognitive complexity. This dissertation proposes a theory of group cognitive development by arguing that intentional adult groups are complex and dynamic, and that they have the potential to evolve over time. Groups are complex in that they are made up of individuals within different orders of consciousness (Kegan), and they are dynamic in that different orders of consciousness interact and conflict (Lonergan) during the formation and ena

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Books on the topic "Constructive-developmental"

1

Creating contexts for learning and self-authorship: Constructive-developmental pedagogy. Vanderbilt University Press, 1999.

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F, Gonçalves Oscar, ed. Advances in the cognitive therapies: The constructive-developmental approach. Associação dos Psicólogos Portugueses, 1989.

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Halpen, Tracy L. A constructive-developmental approach to women's identity formation in early adulthood: a comparison of two developmental theories. 1993.

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Magolda, Marcia B. Baxter. Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy (Vanderbilt Issues in Higher Education). Vanderbilt University Press, 2000.

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Magolda, Marcia B. Baxter. Creating Contexts for Learning and Self-Authorship: Constructive-Developmental Pedagogy (Vanderbilt Issues in Higher Education). Vanderbilt University Press, 1999.

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6

Lucyshyn, Joseph, Brenda Fossett, Christy Cheremshynski, et al. Transforming Coercive into Constructive Processes with Families of Children with Developmental Disabilities and Severe Problem Behavior. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.25.

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This chapter describes an ecological approach to behavioral intervention with families of children with developmental disabilities and severe problem behavior that is designed to promote survivable interventions in family contexts. The approach, ecological family centered positive behavior support, is based on an ecological unit of analysis, coercive processes in family routines. The unit of analysis represents a synthesis of behavioral theory, coercion theory, and ecocultural theory. The approach aims to transform coercive into constructive processes in family routines. The chapter discusses

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Mastroianni, George R. Age and Development. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190638238.003.0008.

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Chapter 8 examines the relevance of age and developmental differences during the Nazi years in Germany. Some psychologists (Lewin, Erikson) argued that German culture at the time was characterized by a pattern of child-rearing practices that tended to produce the personality pattern later identified as authoritarian. The German population was demographically tilted toward the young when the Nazis came to power, and the Nazi party itself disproportionately attracted and elevated young people. The Nazi regime directed special effort to the indoctrination of young people and initiated significant

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Laland, Kevin N., and Gillian R. Brown. The Social Construction of Human Nature. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823650.003.0008.

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What is the job that the term ‘human nature’ is expected to do? Three notions are prevalent but are problematic: (1) Distinguishing what is biological from what is cultural/environmental. Here the term fails. (2) Characterizing the defining features of humanity, thereby allowing us to be distinguished from other species. This stance is tenable but contributes little. (3) Characterizing what is universal or typical about humanity, because of our ‘evolved biological heritage’. Here the term is tenable but misleading and hence counterproductive. ‘Human nature’ is equally reciprocally caused by ge

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Glăveanu, Vlad Petre, Maciej Karwowski, Dorota M. Jankowska, and Constance de Saint-Laurent. Creative Imagination. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190468712.003.0004.

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This chapter focuses on the relationship between imagination and creativity as reflected in the study of creative imagination. It is argued that, in order to appreciate today’s close association between imagination and creativity, we need first to consider the intellectual trajectory of these concepts before and after the advent of “scientific” psychology. Using sociocultural perspectives in psychology, the authors challenge the easy assumption that creative imagination is all about generating new, original, or vivid images and, following the legacy of Vygotsky, they conceive of creative imagi

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Tir, Jaroslav, and Johannes Karreth. Managing Civil Wars from the Perspective of Their Development. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190699512.003.0002.

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After surveying the literature on the causes, consequences, and management of civil wars, we argue that novel ways of examining civil war management are needed. We advocate for a developmental view of civil wars in order to better understand how to prevent the escalation of low-level armed conflict to full-scale civil war. To prevent full-scale civil war, third parties need to (a) respond swiftly, (b) have the will and ability to impose tangible costs on (and offer benefits to) governments and rebels, and (c) remain involved over the long term. Our analysis shows that typical third-party civil

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Book chapters on the topic "Constructive-developmental"

1

Basseches, Michael. "Toward a Constructive-Developmental Understanding of the Dialectics of Individuality and Irrationality." In Transformation in Clinical and Developmental Psychology. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3594-1_10.

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Kegan, Robert, and Lisa Laskow Lahey. "From Subject to Object: A Constructive-Developmental Approach to Reflective Practice." In Handbook of Reflection and Reflective Inquiry. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_22.

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Barcellini, Flore. "A Developmental Framework to Analyze Productive and Constructive Dimensions of Collaborative Activity in Simulation Workshops." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96080-7_54.

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Kuniyoshi, Yasuo. "Constructive Developmental Science: A Trans-Disciplinary Approach Toward the Fundamentals of Human Cognitive Development and Its Disorders, Centered Around Fetus Simulation." In Springer Tracts in Advanced Robotics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28872-7_17.

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Kay, William K. "Philosophy and Developmental Psychology: Relevance for Pentecostal Hermeneutics." In Constructive Pneumatological Hermeneutics in Pentecostal Christianity. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58561-5_16.

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Wagoner, Brady. "The Experimental Methodology of Constructive Microgenesis." In Dynamic Process Methodology in the Social and Developmental Sciences. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-95922-1_5.

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Hayes, Sandra, and Nancy Popp. "Constructive-developmental theory." In The Practitioner’s Handbook of Team Coaching. Routledge, 2019. http://dx.doi.org/10.4324/9781351130554-2.

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"Identity as meaning-making: Kegan’s constructive- developmental approach." In Identity In Adolescence. Routledge, 2004. http://dx.doi.org/10.4324/9780203130469-14.

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"Identity as meaning-making: Kegan’s constructive- developmental approach." In Identity In Adolescence. Routledge, 2004. http://dx.doi.org/10.4324/9780203346860-10.

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"The Developmental Theory of Embodiment." In Handbook of Positive Body Image and Embodiment, edited by Tracy L. Tylka, Niva Piran, and Niva Piran. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190841874.003.0011.

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This chapter reviews the developmental theory of embodiment, which is an integrated, research-based social theory that aims to predict, through the delineation of both protective and risk factors, the quality of embodied lives among girls and women across the life span. According to the theory, social experiences shape girls’ and women’s quality of embodied lives via three core pathways: the physical domain, the mental domain of social discourses and expectations, and the social power and relational connections domain. Each of these domains includes protective (and risk) factors: physical freedom (vs. corseting), mental freedom (vs. corseting also), and social power and relational connections (vs. disempowerment and disconnection). This chapter explicates these domains and their corresponding protective and risk factors. The developmental theory of embodiment has implications to a range of health promotion interventions and to constructive social transformations, which are discussed in this chapter.

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Conference papers on the topic "Constructive-developmental"

1

Wang, Yifei, Yinghong Lan, Daniel M. Weinreich, Nicholas K. Priest, and Joanna J. Bryson. "Recombination Is Surprisingly Constructive for Artificial Gene Regulatory Networks in the Context of Selection for Developmental Stability." In European Conference on Artificial Life 2015. The MIT Press, 2015. http://dx.doi.org/10.7551/978-0-262-33027-5-ch094.

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Roquelaure, Y. "1645e Health promotion and constructive ergonomics: an integrated developmental perspective to improve sustainable working conditions and well-being at work." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.616.

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