Developmentally Constructive Action PDF Download

Author: Emily Souvaine Meehan
Publisher:
ISBN:
Category : Action research
Languages : en
Pages : 520

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Author: Eleanor Drago-Severson
Publisher: Corwin Press
ISBN: 1412994403
Category : Education
Languages : en
Pages : 321

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Book Description
Prepare education leaders to support adult professional growth with this comprehensive guide! Help foster an understanding of adult development that enables education leaders to support professional learning—or build capacity—across schools and districts with this one-of-a-kind resource. Based on adult developmental theory and filled with practical, actionable advice as well as takeaways, you’ll learn to: Design and implement action plans based on a learning-oriented model of school leadership and capacity building: Teaming, Providing Leadership Roles, Collegial Inquiry, and Mentoring Build robust and effective professional learning initiatives that increases student achievement Help leaders bridge theory and practice with first-hand case study analyses

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587

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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Author: Jaan Valsiner
Publisher: John Wiley & Sons
ISBN: 9780471135906
Category : Psychology
Languages : en
Pages : 402

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Book Description
In this deeply probing, intellectually challenging work, Dr. JaanValsiner lays the groundwork for a dynamic new cultural-historicalapproach to developmental psychology. He begins by deconstructingtraditional developmental theory, exposing the conceptual confusionand epistemological blind spots that he believes continue toundermine the scientific validity of its methodologies. Hedescribes the ways in which embedded cultural biases shapeinterventional goals and influence both the direction researchtakes and the ways in which research data are interpreted. And hesuggests ways in which researchers and clinicians can become moreaware of and transcend those biases. Dr. Valsiner then develops a hierarchical, systemic model thatportrays development as an open-ended, dialectical process. Centralto Valsiner's approach is the premise that, since each child isunique--as are his or her life conditions--deviations in functionor the rate of development from a prescribed norm are just aslikely to be constructive adaptations to changing environmentalpressures as symptoms of psychological disorder. Drawing uponsources as varied as linguistic philosophy, structuralanthropology, thermodynamics, and systems theory, as well as thework of many of the leading figures in twentieth-centurydevelopmental theory, Valsiner argues convincingly for an approachto developmental psychology mature enough to recognize thedifference between healthy variability and dysfunction. In later chapters the focus shifts from development in the abstractto the everyday challenges encountered by the developing child.Case histories illustrate the subtle interplay of cultural,physiological, and psychological factors in shaping childhoodbehavior. Called an "intellectual tour de force" by the Bulletin of theMenninger Clinic, Culture and the Development of Children's Actionis important reading for developmental psychologists, childpsychologists, and all child clinicians. "Of course, no science progresses in a linear fashion. It movesinterdependently with the society in which it is embedded, makinguse of the narrative forms in describing itself to its insiders andoutsiders. The rhetoric of scientists about their science istherefore necessarily inconsistent. Sciences are both socialinstitutions within a society and social organizations that attemptto build universal knowledge. It is a complicated task forpsychology to be both knowledge-constructing and self-reflexive atthe same time. Nevertheless, it is the latter kind of reflexivitythat guides the actual construction of knowledge." -- JaanValsiner "[This book] is a fascinating and important work that challengesmuch of contemporary developmental psychology. The Second Editionhas changed in a number of respects, and much new material has beenadded, but at root, Valsiner grapples with the question 'how shallwe understand development?' He continues to struggle also with whathe describes rather vividly as the 'epistemological windmills ofpsychology.' His challenge is summed up succinctly in two linesfrom a poem by T. S. Eliot: * Where is the wisdom we have lost in knowledge? * Where is the knowledge we have lost in information?" -- -- fromthe Foreword by Kevin Connolly

Author: Marjorie Vannoy Fields
Publisher: Prentice Hall
ISBN: 9780136035930
Category : Behavior modification
Languages : en
Pages : 0

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Understanding how children grow, learn, and think helps adults and children live more harmoniously together. This thorough revision ofConstructive Guidance and Discipline: Preschool and Primary Educationcontinues to provide the information to help children to become happy, responsible, and productive people. With a strong emphasis on developmental theory and constructivism, the book explains underlying causes for child behavior, weaves numerous preschool and primary classroom examples throughout, and includes three chapters on guiding children with special physical or emotional needs, learning disabilities, or children who are at risk due to poverty, violence, or loss. The book is practical in its approach and focuses on how many effective early childhood education practices can prevent or alleviate many common discipline problems. The authors reason that rewards and punishments do not work and that children must learn to make their own decisions based on their own values and convictions. Children are profoundly influenced by the adults in their lives. This book guides teachers and parents to an understanding of how to have a positive impact on their children’s lives. New To This Edition: NEW! Includes a new chapter on Children with Diverse Abilities (Chapter 13)–Focuses on the small percentage of children who require individualized discipline approaches. Helps sort out discipline issues from developmental delays and mental health issues. NEW! Completely revised chapter on Vulnerable Children (Chapter 14)–This chapter deals with how poverty, violence, loss, and other risk factors affect children’s social emotional development. NEW! Provides a new section on the use of early learning guidelines to promote social emotional development (Chapter 15.) NEW! Offers an expanded section on design of the physical environment (Chapter 4.) NEW! Expands the discussion of observation for discovering the cause of behavior problems–Helps students apply the principle of focusing on the causes of behavior problems. NEW! Incorporates new content on the importance of adult-child relationships and classroom communities. NEW! Updates the research on emotion regulation, emotional development, empathy, attachment, and the impact of temperament as they relate to child behavior and guidance. This information is essential to understanding child behavior and offering appropriate guidance. NEW! Adds new chapter introductions outlining the main points of each chapter–Links them to the NAEYC teacher education standards. NEW! Includes new video vignettes stimulate class discussion and help students think through guidance principles in context–Lets them see guidance principles in action.

Author: Debra Mitchell Longo
Publisher:
ISBN:
Category :
Languages : en
Pages : 402

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As the world evolves, the issues humanity must face grow increasingly complex. Organizations need leaders able to navigate the daunting challenges that appear in this constantly changing environment. Through collaborative developmental action inquiry (Torbert & Associates, 2004) this action research case study took place at Southern University, a large private research institution in the United States. Situated in the literature at the intersection of adaptive leadership theory (Heifetz, 1994; Heifetz & Laurie, 1997; Heifetz & Linsky, 2002, 2009), double loop learning theory (Argyris, 1977, 1991) and constructive developmental theory (Kegan, 1982, 1994), the purpose of this study was to understand how to create the learning conditions for midlevel managers to develop the skillset and mindset necessary to transition from operational management to adaptive leadership. The questions that guided this study were 1) How does a developmentally informed program impact midlevel leaders' mindset for adaptive leadership? 2) What are the conditions under which program participants and the action research (AR) team are able to engage adaptive leadership development? 3) What happens when collaborative developmental action inquiry (CDAI) is used as a methodology for designing and implementing a leadership program? This study showed that a collaborative approach to leadership development program design leads to the growth of adaptive leaders. Implications include a model for a collaborative developmental approach to growing adaptive leadership mindset.

Author: Hilary Bradbury
Publisher: SAGE
ISBN: 1473927242
Category : Social Science
Languages : en
Pages : 857

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Book Description
The third edition of The SAGE Handbook of Action Research presents an updated version of the bestselling text, including new chapters covering emerging areas in healthcare, social work, education and international development, as well as an expanded ‘skills’ section which includes new consultant-relevant materials. Building on the strength of the previous landmark editions, Hilary Bradbury has carefully developed this edition to ensure it follows in their footsteps by mapping the current state of the discipline, as well as looking to the future of the field and exploring the issues at the cutting edge of the action research paradigm today. This volume is an essential resource for scholars and professionals engaged in social and political inquiry, healthcare, international development, new media, organizational research and education.

Author: Lakeesha Renee Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 594

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Adulthood can be described as a time of negotiating a range of demands and complex roles and life tasks that cross multiple, overlapping domains of experience for which there are no definitive guidelines or training. These demands are compounded by the complex, ever-changing environments and circumstances of the 21st century. Adults are frequently required to develop expanded capacities that require not only new skills and behavior, but also new ways of knowing; however, many adults struggle with this. As a result, adult development and learning are key concerns in a variety of disciplines and for adults themselves. The purpose of this action research case study was to explore the experience and facilitation of the evolution of consciousness in adults using the methodology of collaborative developmental action inquiry (CDAI). I convened and served as the primary researcher and facilitator for a group of seven women (myself included) who met virtually for 12 months to explore our own evolution of consciousness. We collected data at the first-, second-, and third-person levels, including pre- and post-group interviews, group meeting audio recordings, member post-meeting reflections, member journal entries, and my own researcher memos. We also measured our current stage of development using the validated Global Leadership Profile. Data were collected and analyzed using a post-qualitative research approach that was eclectic, emergent, and congruent with the CDAI method. From these data, key learnings and insights emerged suggesting that intentional community is necessary for development; vertical development should not be privileged over horizontal development; and individuals have different "center of gravity" action logics from which they act, and sometimes make meaning, in different situations and contexts, as an involuntary default. Furthermore, CDAI serves as a useful liberating method for evolution of consciousness; and intentional facilitation and friendship are crucial for enacting CDAI in communities of inquiry and practice. This inquiry serves as a useful illustration of CDAI in a non-organizational context and offers important suggestions for the development and facilitation of intentional communities of inquiry and practice seeking to support adult development. The inquiry also contributes to the literature around constructive-developmental theory and action research.

Author: Mihaly Csikszentmihalyi
Publisher: Psychology Press
ISBN: 9780805897197
Category : Psychology
Languages : en
Pages : 86

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First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Michael Basseches
Publisher: Routledge
ISBN: 1135598657
Category : Psychology
Languages : en
Pages : 374

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Book Description
For all those engaged in psychotherapy practice, regardless of modality or approach, the goal of this book is to provide a framework and method for thinking about their work that allows for critical reflection on their own successes and disappointments, and on the similarities and differences among their own and other practitioners’ work with different clients. The authors use a novel "common factors" approach, based on the idea that some form of development is the outcome of all effective psychotherapy, despite other differences that may exist. While most existing psychotherapy research focuses on treatment outcomes, primarily in terms of symptom reduction, this book offers an alternative research approach that systematically tracks the psychotherapy process itself, and describes each case’s unique developmental outcome. In particular, Basseches & Mascolo focus on the questions of what kinds of therapeutic resources therapists are offering to their clients and whether and how clients are able to make use of these resources in the service of their own development. The goal is to provide a descriptive framework that can be used to appreciate the highly varied ways in which particular therapists tailor their work to unique clients’ developmental needs, while at the same time offering a prescription of a more rigorous method for recognizing and correcting the problem when a particular therapist’s way of working is not serving the client well. Ideally, this type of process-focused research will complement existing outcome research, and be more likely than further symptom-reduction studies to result in the improvement of overall psychotherapy success rates.