Epistemological reflection: The evolution of epistemological assumptions from age 18 to 30

Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing

Volumn , Issue , 2012, Pages 89-102

  Magolda, Marcia B Baxter ^a  

^a MIAMI UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917467081     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203424964     Document Type: Chapter

References (21)

1. Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco, CA: Jossey-Bass.
2. Baxter Magolda, M. B. (1995). The integration of relational and impersonal knowing in young adults' epistemological development. Journal of College Student Development, 36(3),205-216.
3. Baxter Magolda, M. B. (1999a). The evolution of epistemology: Refining contextual knowing at twentysomething. Journal of College Student Development, 40 (4),333-344.
4. Baxter Magolda, M. B. (1999b). Constructing adult identities. Journal of College Student Development, 40 (6), 629-644.
5. Baxter Magolda, M. B. (1999c). Creating contexts for learning and self-authorship: Constructivedevelopmental pedagogy. Nashville, TN: Vanderbilt University Press.
6. Baxter Magolda, M.B. (2001). Making their own way: Narratives to transform higher education to promote self-development. Sterling, VA: Stylus Publishing.
7. Baxter Magolda, M. B., & Porterfield, W. D. (1988). Assessing intellectual development: The link between theory and practice. Alexandria, VA: American College Personnel Association.
8. Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing: The development ofself, voice, and mind. New York: Basic Books.
9. Branch-Simpson, G. E. (1984). A study of the patterns in the development of black students at the Ohio State University. Unpublished doctoral dissertation, Department of Educational Policy and Leadership, The Ohio State University.
10. Frye, M. (1990). The possibility of feminist theory. In D. L. Rhode (Ed.), Theoretical perspectives on sexual difference(pp. 174-184). New Haven. CT: Yale University Press.
11. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
12. Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.
13. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, Massachusetts: Harvard University Press.
14. King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment. San Francisco: Jossey-Bass.
15. Kitchener, K. S. (1983). Cognition, metacognition, and epistemic cognition. Human Development, 26, 222-232.
16. Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
17. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Troy, MO: Holt, Rinehart, & Winston.
18. Piaget, J. (1950). The psychology of intelligence (M. Piercy and D. Berlyne, Trans.). London: Routledge & Kegan Paul.
19. Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. Denzin & Y. Lincoln (Eds.), Handbook ofqualitative research(pp. 273-285). Thousand Oaks, CA: Sage.
20. Taub, D. J., & McEwen, M. K. (1991). Patterns of development of autonomy and mature interpersonal relationships in black and white undergraduate women. Journal of College Student Development, 32, 502-508.
21. Ward, J. V. (1989). Racial identity formation and transformation. In C. Gilligan, N. P. Lyons, & T. J. Hanmer (Eds.), Making connections: The relational worlds ofadolescent girls at Emma Willard School. Troy, NY: Emma Willard School.