Advising From a Constructive Developmental Perspective

1994 ◽  
Vol 14 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Garrett J. McAuliffe ◽  
Roger F. Strand
Keyword(s):  
Planning Process ◽  
Meaning Making ◽  
Educational Planning ◽  
Developmental Theory ◽  
Developmental Perspective ◽  
Constructive Developmental Theory ◽  
Student Ownership ◽  
Constructive Developmental

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.

Not All Those Who Wander Are Lost: Critically Reflective Research for a New HRD Landscape

2020 ◽  
pp. 152342232097342
Author(s):  
Oliver S. Crocco ◽  
Robin S. Grenier
Keyword(s):  
Meaning Making ◽  
Ways Of Knowing ◽  
Developmental Theory ◽  
Constructive Developmental Theory ◽  
Constructive Developmental ◽  
Emic Perspective

The Problem The pandemic and subsequent changes to norms and practices in the workplace mean that for many, existing meaning-making structures are challenged and the limits of existing ways of knowing are revealed. The problem for HRD scholars and practitioners is that dominant approaches to research are largely insufficient for understanding individuals’ meaning making in response to the pandemic. The Recommendations Two critically reflexive method/ologies are presented and overlaid with Constructive-Developmental Theory (CDT) to offer not only a means of capturing data about individuals’ experiences during/post-pandemic but for interpreting the data with an understanding of the mental complexities associated with capturing an emic perspective. The Stakeholders Stakeholders include HRD scholars and practitioners who conduct research in organizations.

Adolescents’ Experiences of a Developmental Coaching and Outdoor Adventure Education Program: Using Constructive-Developmental Theory to Investigate Individual Differences in Adolescent Meaning-Making and Developmental Growth

2021 ◽  
pp. 074355842110108
Author(s):  
Wendy G. Gwyn ◽  
Michael J. Cavanagh
Keyword(s):  
Developmental Stage ◽  
Education Program ◽  
Adventure Education ◽  
Meaning Making ◽  
Developmental Theory ◽  
Outdoor Adventure ◽  
Constructive Developmental Theory ◽  
Outdoor Adventure Education ◽  
Developmental Growth ◽  
Constructive Developmental

Using interpretative phenomenological analysis and Robert Kegan’s constructive-developmental theory, this study investigated how developmental stage shaped the subjective experiences of 13 adolescents ( Mage = 15.92 years, 54% females) in a developmental coaching and outdoor adventure education program. Participants were drawn from socioeconomically disadvantaged schools in Sydney, Australia, and represented Asian, Middle Eastern, and European ethnicities. A single, semi-structured interview was conducted with participants postprogram, following protocols approved by an institutional ethics committee. Interview data were used to investigate participants’ meaning-making structures as evidence of constructive-developmental stage both at the time of interview and program participation. We found that, despite being similar ages at program commencement, participants displayed a range of constructive-developmental stages. The data demonstrate how participants at different stages of meaning-making experienced the same activities differently, including what they experienced as challenging and supportive. Furthermore, our findings suggest that there is a valuable role for developmental coaching in scaffolding program challenges to stimulate constructive-developmental growth. Constructive-developmental theory provides a novel framework for understanding the different ways in which adolescents make meaning of developmental programs. We hope the findings from this study will help those who design and implement these programs to appreciate constructive-developmental differences in their participants to better target interventions aimed at facilitating developmental growth.

scholarly journals "My assumptions were wrong": Exploring teachers' constructions of self and biases towards diverse families

2014 ◽  
Vol 1 (2) ◽  
pp. 24-46 ◽  
Author(s):  
Stephanie C. Smith ◽  
Tina M. Smith-Bonahue ◽  
Olivia R. Soutullo
Keyword(s):  
Professional Development ◽  
School Engagement ◽  
Family Engagement ◽  
Developmental Theory ◽  
Attitudes And Beliefs ◽  
Constructive Developmental Theory ◽  
Diverse Families ◽  
Constructive Developmental ◽  
Teachers Attitudes ◽  
Belief Changes

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.

Looking behind the Curtain

2018 ◽  
Vol 28 (3) ◽  
pp. 315-343 ◽  
Author(s):  
Eleanor Drago-Severson ◽  
Patricia Maslin-Ostrowski ◽  
Jessica Blum-Destefano
Keyword(s):  
Longitudinal Research ◽  
Qualitative Interviews ◽  
Leadership Preparation ◽  
Developmental Theory ◽  
Future Research ◽  
District Leaders ◽  
Social Emotional ◽  
Constructive Developmental Theory ◽  
Leadership Challenges ◽  
Constructive Developmental

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-cases. By focusing on the inner workings of principals’ leadership for managing change, this article offers implications for professional practice and school-wide change locally and globally, leadership preparation, policy, and future research.

scholarly journals Wise academic development: learning from the ‘failure’ experiences of retired academic developers

2021 ◽  
Author(s):  
JA Timmermans ◽  
Kathryn Sutherland
Keyword(s):  
Academic Development ◽  
Developmental Theory ◽  
Sense Making ◽  
Threshold Concepts ◽  
Constructive Developmental Theory ◽  
Making Sense ◽  
Constructive Developmental ◽  
Learning From Failure

© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. Informed by Constructive Developmental Theory and the Threshold Concepts Framework, we interviewed retired academic developers from four continents and asked them to describe their processes of learning from perceived failures and how they see the role of academic developers in supporting academics through failures. Findings regarding participants’ definitions of failure, ways of making sense of and learning from failure, and recommendations for supporting academic colleagues’ learning from failure are shared through tables, quotations, and poetry. Findings show that ‘wise academic development’ embraces curiosity about failure, integrates the (sometimes) transformative nature of failure, shares the load of sense-making, and cultivates connectedness.

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