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A study of the use of dialogue journ...

Packard, Myrna Hazel.

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A study of the use of dialogue journals in an introductory course in preservice teacher education for the purpose of assessing and promoting cognitive development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of the use of dialogue journals in an introductory course in preservice teacher education for the purpose of assessing and promoting cognitive development./
作者:	Packard, Myrna Hazel.
面頁冊數:	192 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-06, Section: A, page: 1770.
Contained By:	Dissertation Abstracts International53-06A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9227349

A study of the use of dialogue journals in an introductory course in preservice teacher education for the purpose of assessing and promoting cognitive development.
Packard, Myrna Hazel.

A study of the use of dialogue journals in an introductory course in preservice teacher education for the purpose of assessing and promoting cognitive development. - 192 p.

Source: Dissertation Abstracts International, Volume: 53-06, Section: A, page: 1770.

Thesis (Ph.D.)--The Ohio State University, 1992.

The study is based on The Forms of Intellectual and Ethical Development in the College Years: A Scheme (1970) by William Perry and Women's Ways of Knowing (1986) by Mary Belenky, Blythe Clinchy, Nancy Goldberger, and Jill Tarule. The dialogue journals were written by the researcher and undergraduates in Art Education 189: An introduction to Art Education, The Ohio State University, Fall Quarter, 1992. The journal dialogues were a series of responses and prompts focusing on four scenarios designed by the researcher to assess cognitive structure and cognitive style and to promote cognitive development. Two sets of pre-tests and post-tests were administered using the Measurement for Intellectual Development and the Ethical Reasoning Instrument. The journal data were rated using the rating system for the Measurement for Intellectual Development. The three sets of ratings were analyzed for cognitive structural change. The journal data were rated for cognitive style using attributes for separate and connected knowing designed by the researcher and based on the study documented in Women's Ways of Knowing.Subjects--Topical Terms:

1018432
Education, Art.

A study of the use of dialogue journals in an introductory course in preservice teacher education for the purpose of assessing and promoting cognitive development.
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100 1 $a Packard, Myrna Hazel. $3 1930698
245 1 2 $a A study of the use of dialogue journals in an introductory course in preservice teacher education for the purpose of assessing and promoting cognitive development.
300 $a 192 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-06, Section: A, page: 1770.
500 $a Adviser: Kenneth Howey.
502 $a Thesis (Ph.D.)--The Ohio State University, 1992.
520 $a The study is based on The Forms of Intellectual and Ethical Development in the College Years: A Scheme (1970) by William Perry and Women's Ways of Knowing (1986) by Mary Belenky, Blythe Clinchy, Nancy Goldberger, and Jill Tarule. The dialogue journals were written by the researcher and undergraduates in Art Education 189: An introduction to Art Education, The Ohio State University, Fall Quarter, 1992. The journal dialogues were a series of responses and prompts focusing on four scenarios designed by the researcher to assess cognitive structure and cognitive style and to promote cognitive development. Two sets of pre-tests and post-tests were administered using the Measurement for Intellectual Development and the Ethical Reasoning Instrument. The journal data were rated using the rating system for the Measurement for Intellectual Development. The three sets of ratings were analyzed for cognitive structural change. The journal data were rated for cognitive style using attributes for separate and connected knowing designed by the researcher and based on the study documented in Women's Ways of Knowing.
520 $a The first research question was as follows: can an introductory course in preservice teacher education which included dialogue journals employed over nine weeks containing scenarios and prompts designed to promote cognitive development result in increased cognitive development? The results of the analysis showed that the number of subjects at the lowest position decreased and the numbers in all other positions either stayed the same or increased. One cannot conclude that the journal was responsible for these changes because there was no matched comparison group. The second research question was as follows: can student responses in the journals be used to assess cognitive structure as defined by Perry (1970) and to identify cognitive styles as defined by Belenky, Clinchy, Goldberger, and Tarule (1986)? The results of the study showed the journals produced ratable data for both assessments according to the raters. The journal data indicated 20, or 83%, were ratable for cognitive structure and 4, or 17%, were unratable. The journal data indicated 23, or 96%, were ratable for cognitive style and 1, or 4%, was unratable.
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