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Journal articles on the topic 'Constructive-developmental'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Demetriou, Andreas. "From neural constructivism to cognitive constructivism: The steps to be taken." Behavioral and Brain Sciences 23, no. 5 (2000): 781–82. http://dx.doi.org/10.1017/s0140525x00213459.

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Quartz & Sejnowski's (Q&S's) model for constructive learning agrees with the basic assumptions of mainstream cognitive developmental theories. However, it does not detail the neural equivalents of (1) the process of cognitive change per se, (2) the construction and functioning of thought modules, and (3) the involvement of “mindreading” and “mindsteering” in constructive learning. Specifying these equivalents is necessary if cognitive developmental neuroscience and mainstream cognitive development are to be directly connected.

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12

Sinha, Chris. "Canonical representations and constructive praxis: Some developmental and linguistic considerations." Behavioral and Brain Sciences 17, no. 2 (1994): 223–24. http://dx.doi.org/10.1017/s0140525x00034282.

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13

Blimling, Gregory S. "Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy." Journal of Higher Education 73, no. 2 (2002): 307–9. http://dx.doi.org/10.1080/00221546.2002.11777149.

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Harris, Lauren S., and Karl W. Kuhnert. "Looking through the lens of leadership: a constructive developmental approach." Leadership & Organization Development Journal 29, no. 1 (2008): 47–67. http://dx.doi.org/10.1108/01437730810845298.

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15

Quartz, Steven R., and T. J. Sejnowski. "Controversies and issues in developmental theories of mind: Some constructive remarks." Behavioral and Brain Sciences 20, no. 4 (1997): 578–88. http://dx.doi.org/10.1017/s0140525x9748158x.

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As the commentaries reveal, cognitive neuroscience's first steps toward a theory of development are marked by vigorous debate, ranging from basic points of definition to the fine details of mechanism. In this Response, we present the neural constructivist position on this broad spectrum of issues, from basic questions such as what sets constructivism apart from other theories (particularly selectionism) to its relation to behavioral theories and to its underlying mechanisms. We conclude that the real value of global theories at this stage of cognitive neuroscience is not just their answers but

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16

Blimling, Gregory S. "Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy (review)." Journal of Higher Education 73, no. 2 (2002): 307–9. http://dx.doi.org/10.1353/jhe.2002.0015.

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17

Bugenhagen, Marilyn J., and John E. Barbuto. "Testing the Developmental Nature of Work Motivation Using Kegan’s Constructive-Development Theory." Journal of Leadership & Organizational Studies 19, no. 1 (2011): 35–45. http://dx.doi.org/10.1177/1548051811404896.

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18

McCauley, Cynthia D., Wilfred H. Drath, Charles J. Palus, Patricia M. G. O'Connor, and Becca A. Baker. "The use of constructive-developmental theory to advance the understanding of leadership." Leadership Quarterly 17, no. 6 (2006): 634–53. http://dx.doi.org/10.1016/j.leaqua.2006.10.006.

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19

DUYS, DAVID K., and SUZANNE M. HOBSON. "Reconceptualizing Self-Esteem: Implications of Kegan's Constructive-Developmental Model for School Counselors." Journal of Humanistic Counseling, Education and Development 43, no. 2 (2004): 152–62. http://dx.doi.org/10.1002/j.2164-490x.2004.tb00015.x.

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20

Albertson, Samuel. "Deconstruction toward reconstruction: A constructive-developmental consideration of deconstructive necessities in transitions." Behavioral Development Bulletin 19, no. 4 (2014): 76–82. http://dx.doi.org/10.1037/h0101083.

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21

Frankenhuis, Willem E., and Karthik Panchanathan. "Balancing sampling and specialization: an adaptationist model of incremental development." Proceedings of the Royal Society B: Biological Sciences 278, no. 1724 (2011): 3558–65. http://dx.doi.org/10.1098/rspb.2011.0055.

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Development is typically a constructive process, in which phenotypes incrementally adapt to local ecologies. Here, we present a novel model in which natural selection shapes developmental systems based on the evolutionary ecology, and these systems adaptively guide phenotypic development. We assume that phenotypic construction is incremental and trades off with sampling cues to the environmental state. We computed the optimal developmental programmes across a range of evolutionary ecological conditions. Using these programmes, we simulated distributions of mature phenotypes. Our results show t

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22

Welch-Ross, Melissa K., and Constance R. Schmidt. "Gender-Schema Development and Children's Constructive Story Memory: Evidence for a Developmental Model." Child Development 67, no. 3 (1996): 820. http://dx.doi.org/10.2307/1131863.

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23

Modlin, Heather. "MANAGING PAIN IN RESIDENTIAL CARE: A DEVELOPMENTAL ANALYSIS." International Journal of Child, Youth and Family Studies 10, no. 2-3 (2019): 45–62. http://dx.doi.org/10.18357/ijcyfs102-3201918852.

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This article explores the presence of pain in residential programs for children and youth. The challenges associated with acknowledging and interpreting the behavioural manifestations of this pain — for the young people and for front-line practitioners — are discussed and interpreted through a constructive-developmental lens. The notion of the organization as a holding environment is reviewed, with a key focus on the role of the supervisor in absorbing the pain, providing emotional containment, supporting practitioners “where they are”, encouraging reflection, promoting developmental growth, a

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24

Niaz, Mansoor. "Potential for Learning as An Antecedent Variable in Pascual-Leone's Theory of Constructive Operators." Perceptual and Motor Skills 87, no. 1 (1998): 381–82. http://dx.doi.org/10.2466/pms.1998.87.1.381.

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Empirical evidence is provided to show that potential for learning can predict and explain academic performance. Postulating potential for learning as an antecedent variable in Pascual-Leone's Theory of Constructive Operators, facilitates the integration of developmental and learning factors in cognitive theories.

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25

Stewart, Cherry, and Brenda Wolodko. "University Educator Mindsets: How Might Adult Constructive-Developmental Theory Support Design of Adaptive Learning?" Mind, Brain, and Education 10, no. 4 (2016): 247–55. http://dx.doi.org/10.1111/mbe.12126.

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26

Morgan, Jeff. "The Constructive Marginal of Moby-Dick: Ishmael and the Developmental Model of Intercultural Sensitivity." Frontiers: The Interdisciplinary Journal of Study Abroad 21, no. 1 (2011): 1–16. http://dx.doi.org/10.36366/frontiers.v21i1.301.

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The following article presents a discussion about Melville’s book Moby-Dick and the ways in which conversation about the development model of intercultural sensitivity can be shifted. The author suggests that reading, discussing, and writing about Melville’s Moby-Dick would be helpful activities for those preparing to go abroad, and for those who cannot travel to experience different cultures. The novel and Ishmael’s characterization particularly, would, at least, expose them to the necessity of cultural sensitivity.

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27

Thanaraj, Ann. "‘Constructive reflection’ Getting the best out of reflective learning." International Journal for Innovation Education and Research 5, no. 2 (2017): 40–62. http://dx.doi.org/10.31686/ijier.vol5.iss2.500.

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This paper proposes a constructive reflective model that offers students a layered and developmental approach to embed learning and the application of learning within the seemingly constantly changing professional environment. The model is different from other popular reflective practice frameworks because it embraces the influences of personal epistemology of assumptions and consciousness and recognises how our identity, values, opinion and experiences impacts on the way we react or behave in particular situations. It recognises the need to facilitate the reconceptualization of knowledge and

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28

Kuhnert, Karl W., and Craig J. Russell. "Using Constructive Developmental Theory and Biodata to Bridge the Gap Between Personnel Selection and Leadership." Journal of Management 16, no. 3 (1990): 595–607. http://dx.doi.org/10.1177/014920639001600305.

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29

Paul, Parrish L. "Applying a Constructive-Developmental Approach to Issues of Sexual Orientation and Religion in Career Counseling." Career Development Quarterly 56, no. 4 (2008): 344–52. http://dx.doi.org/10.1002/j.2161-0045.2008.tb00099.x.

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30

Irwin, Ronald R. "Narrative competence and constructive developmental theory: A proposal for rewriting theBildungsroman in the postmodern world." Journal of Adult Development 3, no. 2 (1996): 109–25. http://dx.doi.org/10.1007/bf02278776.

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31

Modlin, Heather, and Doug Magnuson. "A Constructive-Developmental Analysis of Satisfaction, Challenge and Coping in Residential Child and Youth Care." Child & Youth Services 42, no. 2 (2021): 179–99. http://dx.doi.org/10.1080/0145935x.2021.1903857.

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32

Sheets-Johnstone, Maxine. "Why Kinesthesia, Tactility and Affectivity Matter: Critical and Constructive Perspectives." Body & Society 24, no. 4 (2018): 3–31. http://dx.doi.org/10.1177/1357034x18780982.

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This article offers critical and constructive perspectives essential to understanding living bodies, and, in effect, to showing that kinesthesia, tactility and affectivity matter because they are central to animate life. Critical perspectives focus on practices that distance us from the lived realities of animate nature, on insights into those realities, and on ways in which language is intimately related to those realities. Constructive perspectives focus on ontogenetic studies that empirically testify to our being animate organisms from the start. The studies validate Husserl’s insight into

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33

Demarest, Bruce. "Reflections on Developmental Spirituality: Journey Paradigms and Stages." Journal of Spiritual Formation and Soul Care 1, no. 2 (2008): 149–67. http://dx.doi.org/10.1177/193979090800100203.

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One prominent image of the Christian life in Scripture is that of a journey homeward. Consistent with Scripture and the developmental sciences, Christian spiritual authorities through history have developed various journey paradigms with associated phases or stages and transitions. Constructive paradigms are not linear and rigid in form, but might be represented as upward trending spiral movements that permit digressions, reversions, stopping places and advances on the way. Such paradigms and stages serve valuable heuristic functions in assisting pilgrims to assess where they are on the journe

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34

Bridwell, Sandra D. "A Constructive-Developmental Perspective on the Transformative Learning of Adults Marginalized by Race, Class, and Gender." Adult Education Quarterly 63, no. 2 (2012): 127–46. http://dx.doi.org/10.1177/0741713612447854.

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35

Selfhout, M. H. W., S. J. T. Branje, and W. H. J. Meeus. "Developmental Trajectories of Perceived Friendship Intimacy, Constructive Problem Solving, and Depression from Early to Late Adolescence." Journal of Abnormal Child Psychology 37, no. 2 (2008): 251–64. http://dx.doi.org/10.1007/s10802-008-9273-1.

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36

Lamborn, Susie D., Kurt W. Fischer, and Sandra Pipp. "Constructive criticism and social lies: A developmental sequence for understanding honesty and kindness in social interactions." Developmental Psychology 30, no. 4 (1994): 495–508. http://dx.doi.org/10.1037/0012-1649.30.4.495.

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37

Smith, Stephanie C., Tina M. Smith-Bonahue, and Olivia R. Soutullo. ""My assumptions were wrong": Exploring teachers' constructions of self and biases towards diverse families." Journal of Family Diversity in Education 1, no. 2 (2014): 24–46. http://dx.doi.org/10.53956/jfde.2014.30.

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Family engagement in young children’s education is widely touted as valuable, but challenging, particularly for teachers in high need, highly diverse schools. Professional development efforts in this area often fall short, in part due to the difficulty inherent in changing teachers’ attitudes and beliefs. This study uses Kegan’s (1982) Constructive Developmental theory as a framework for understanding teachers’ belief changes as the result of course designed to improve family-school engagement.

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Drago-Severson, Eleanor, Patricia Maslin-Ostrowski, and Jessica Blum-Destefano. "Looking behind the Curtain." Journal of School Leadership 28, no. 3 (2018): 315–43. http://dx.doi.org/10.1177/105268461802800303.

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This article extends mixed-methods longitudinal research with school and district leaders (2008–present) about their most pressing leadership challenges. Here—through in-depth, qualitative interviews—we explore how a subsample of 30 principals described and understood their internal experiences of addressing pressing challenges. More specifically, using an adaptive/ technical lens, social-emotional frameworks, and constructive-developmental theory, we illuminate how principals‘ social-emotional and developmental capacities influenced their leadership, and highlight findings with in-depth mini-

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Drago-Severson, Eleanor. "“My Turn,” Women's Goals and Motivations in a Diploma Program." International Journal of Adult Vocational Education and Technology 5, no. 4 (2014): 1–19. http://dx.doi.org/10.4018/ijavet.2014100101.

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This research was part of a larger, mixed-methods study, funded by the National Center for the Study of Adult Learning and Literacy, which examined the learning and change experiences of 41 learners in three ABE/ESOL programs. This paper examines a Polaroid diploma program with a focus on women workers, employing gender (relational) and constructive-developmental theory to frame their learning experiences. Data for this paper focuses on analysis of 224 qualitative interviews, focus groups, and developmental assessments. Three emergent themes regarding women's motivation emerged: practical bene

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DRAGO-SEVERSON, ELEANOR, and JESSICA BLUM-DeSTEFANO. "The Self in Social Justice: A Developmental Lens on Race, Identity, and Transformation." Harvard Educational Review 87, no. 4 (2017): 457–81. http://dx.doi.org/10.17763/1943-5045-87.4.457.

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In this essay, Eleanor Drago-Severson and Jessica Blum-DeStefano add a new dimension to the literature on social justice in education and constructive-developmental theory by exploring how adult developmental theory can shed new light on the challenges and opportunities of teaching and leading for social justice. Drawing from their decades of research and teaching about leadership that supports educators' internal capacity building, they posit that adults' qualitatively different ways of knowing—or developmental meaning-making systems—will influence how they understand diversity of all kinds,

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41

Keeler, Austin B., and Christopher D. Deppmann. "The evolutionary origins of antagonistic neurotrophin signaling." Journal of Cell Biology 216, no. 5 (2017): 1223–25. http://dx.doi.org/10.1083/jcb.201702115.

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A competitive balance between constructive and destructive developmental cues governs both the form and function of the vertebrate nervous system. In this issue, Foldi et al. (2017. J. Cell Biol. https://doi.org/10.1083/jcb.201607098) explore the evolutionary origins of these cues and report that in Drosophila melanogaster pro- and mature neurotrophins are capable of inducing death and survival pathways, respectively, by binding Toll receptor family members, which then recruit distinct sets of effector proteins.

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42

Yuliati, Nanik. "MENGHINDARKAN REMAJA DARI PENYALAHGUNAAN NARKOBA MELALUI INTERVENSI IDENTITAS." Psympathic : Jurnal Ilmiah Psikologi 4, no. 1 (2018): 311–19. http://dx.doi.org/10.15575/psy.v4i1.2199.

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This paper intended to give a conceptual framework in order to prevent adolescent from drug abuse by using a developmental approach. Search for identity is one aspect of psychosocial development which very crucial in periods of adolescence and most developmentalist which agree that healthy or unhealthy personality developmental be attributable to the process of search for identity. Most developmentalist have a belief that adolescents achieve a sense of identity tend to demonstrate a healthy and constructive behavior, while failing achieve becoming vulnerable to various forms of psychosocial di

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43

Dehaene-Lambertz, G., and Stanislas Dehaene. "In defense of learning by selection: Neurobiological and behavioral evidence revisited." Behavioral and Brain Sciences 20, no. 4 (1997): 560–61. http://dx.doi.org/10.1017/s0140525x9727158x.

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Quartz & Sejnowski's (Q&S's) constructivist manifesto promotes a return to an extreme form of empiricism. In defense of learning by selection, we argue that at the neurobiological level all the data presented by Q&S in support of their constructive model are in fact compatible with a model comprising multiple overlapping stages of synaptic overproduction and selection. We briefly review developmental studies at the behavioral level in humans providing evidence in favor of a selectionist view of development.

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44

CLINGEMPEEL, W. GLENN, and SCOTT W. HENGGELER. "Randomized clinical trials, developmental theory, and antisocial youth: Guidelines for research." Development and Psychopathology 14, no. 4 (2002): 695–711. http://dx.doi.org/10.1017/s0954579402004030.

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The design of effective interventions for antisocial adolescents has been greatly influenced by research-based developmental theories. However, randomized clinical trials (RCTs) demonstrating effectiveness of these treatments have contributed minimally to alterations and refinements of these theories. In this article, nine guidelines for research that may enhance the contributions of RCTs to developmental theory are proposed: (1) use mediational analyses to test and refine theories of change; (2) use moderator analyses to test differential pathways to change; (3) assess change processes separa

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45

Nugraha, Awaludin. "Pembangunan Berkelanjutan Berbasis Moral: Pemikiran Pembangunan P.A.A. Soeria Atmadja dalam "Di Tioeng Memeh Hoedjan"." Jurnal Sejarah Citra Lekha 3, no. 2 (2018): 108. http://dx.doi.org/10.14710/jscl.v3i2.19313.

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The development is essentially a constructive effort to make a better life for everyone. Various development theories have been produced to make this happen. In the history of Indonesia, there was a Regent who inherited the developmental thoughts in the next generation. He was Prince Aria Soeria Atmadja or Prince of Mecca, Regent of Sumedang in the period of 1883-1919. He wrote his development ideas in the book “Di Tioeng Memeh Hoedjan”. The purpose of this article is to understand the developmental thoughts of Aria Soeria Atmadja. This research used the qualitative method with more emphasize

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46

Ouellette-Schramm, Jennifer. "Developmentally Distinct Learning Experiences Among Adult English Language Learners." Adult Learning 30, no. 2 (2018): 67–77. http://dx.doi.org/10.1177/1045159518816678.

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Many adult English language learners (ELLs) aspire toward postsecondary educational programs but do not go on to obtain college credentials after beginning classes in Adult Basic Education (ABE) or community college English as a second or other language classes to prepare for college-level English. Understanding how adult ELLs experience learning in such programs may help programs support adult ELL persistence. A lens that has illuminated qualitative differences in adult learning experience is that of constructive-developmental theory (CDT). This small qualitative case study used a CDT lens an

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47

O’Keefe, Theresa A., and Emily Jendzejec. "A New Lens for Seeing: A Suggestion for Analyzing Religious Belief and Belonging among Emerging Adults through a Constructive-Developmental Lens." Religions 11, no. 11 (2020): 573. http://dx.doi.org/10.3390/rel11110573.

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In recent years, there has been an explosion of research on the religious lives of adolescents and emerging adults. Methodologies vary from large-scale quantitative surveys to smaller qualitative interview protocols. Findings point to a significant drop in religious affiliation among emerging adults. Making good sense of the findings can be difficult for ministers and educators who serve across these populations. In this article, we suggest using a constructive-developmental lens to read qualitative findings. We offer a framework to guide researchers in interpreting the narratives of research

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48

Jones, Jennifer L. "Factors Associated With Self-Concept: Adolescents With Intellectual and Development Disabilities Share their Perspectives." Intellectual and Developmental Disabilities 50, no. 1 (2012): 31–40. http://dx.doi.org/10.1352/1934-9556-50.1.31.

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Abstract How one perceives the self is critical to long-term development. The purpose of this study was to explore the self-perceptions of adolescents with intellectual and developmental disabilities. Participants included 51 adolescents with intellectual and developmental disabilities, their parents (n = 50), and teachers (n = 12). A mixed-methods design was used. Qualitative interviews revealed that although 55% of participants self-identified as having a disability, there was a lack of constructive or affirmative language used to describe disability. Overall, adolescents' understanding of d

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49

Li, Xiaomin, Hongjian Cao, Jing Lan, et al. "The association between transition pattern of marital conflict resolution styles and marital quality trajectory during the early years of Chinese marriage." Journal of Social and Personal Relationships 36, no. 1 (2017): 153–86. http://dx.doi.org/10.1177/0265407517721380.

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Based on three annual waves of data obtained from 194 Chinese couples during the first few years of marriage, this study examined how couples’ marital conflict resolution styles might change over time and also the association between such patterns of changes and the developmental trajectories of marital quality. Using latent transition analysis, at each of the three waves, we consistently identified four groups of couples based on the various types of strategies they employed when resolving marital conflicts: Cooperative Couples, Avoidant Couples, Aggressive Couples, and Aggressive Wife-Avoida

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50

Jiayi, Wang, and Cheng Ling. "Reviewing Teacher Evaluation of Rewards and Punishments: The Overview of Chinese Teacher Evaluation Research." Education Research International 2012 (2012): 1–16. http://dx.doi.org/10.1155/2012/184640.

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The authors chose the teacher evaluation pieces literature of Chinese academic studies as the research object, analyzed the domestic dynamic and the views of some experts in this field, and summarized and compiled the research approaches and research methods of the UK and USA. The study found that whether at China or abroad, the study route is basically along the reward and punishment evaluation, from developmental evaluation to the performance evaluation, and compared to the foreign study, the Chinese studies, whether in theory or in practice, are relatively backward. Combined with the domest

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