Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship

2005 ◽  
Vol 46 (4) ◽  
pp. 453-456
Author(s):  
Maureen E Wilson
Keyword(s):  
Learning Partnerships ◽  
Self Authorship

Moving Toward Self-Authorship: Investigating Outcomes of Learning Partnerships

2007 ◽  
Vol 48 (2) ◽  
pp. 196-214 ◽  
Author(s):  
Jane Elizabeth Pizzolato ◽  
C. Casey Ozaki
Keyword(s):  
Learning Partnerships ◽  
Self Authorship

scholarly journals Complex Partnerships: Self-authorship and Provocative Academic-Advising Practices

2006 ◽  
Vol 26 (1) ◽  
pp. 32-45 ◽  
Author(s):  
Jane E. Pizzolato
Keyword(s):  
Decision Making ◽  
Academic Advising ◽  
Research Practice ◽  
Academic Majors ◽  
Learning Partnerships ◽  
Decision Making Processes ◽  
Nonacademic Factors ◽  
Theory Research ◽  
Self Authorship ◽  
Selection Of

Self-authorship is an additional orientation to traditional college student, epistemological, development theories. Facilitation of self-authorship, via academic advising, may help students meet the desired outcomes outlined by the Council for the Advancement of Standards in Higher Education and integrate these abilities into their knowing and decision-making processes. Through investigation of 132 student narratives about advising and selection of academic majors, I examined advising practices that are consistent with Baxter Magolda's (2001) learning partnerships model for self-authorship development. Findings suggest that student decision-making and self-authoring abilities were enhanced by advising sessions that focused explicitly on goal reflection and associated volitional planning. Students benefited from advising in which nonacademic factors were addressed. Implications for practice are discussed. Relative emphasis: * theory, research, practice

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

Exploring the Relationship Between the Three Dimensions of Self-Authorship

2016 ◽  
Vol 57 (4) ◽  
pp. 411-427 ◽  
Author(s):  
Jane Elizabeth Pizzolato ◽  
Avery B. Olson
Keyword(s):  
Three Dimensions ◽  
The Relationship ◽  
Self Authorship

scholarly journals Moral judgement development during medical student clinical training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jenny McDonald ◽  
Jane Graves ◽  
Neeshaan Abrahams ◽  
Ryan Thorneycroft ◽  
Iman Hegazi
Keyword(s):  
Medical Students ◽  
Moral Development ◽  
Clinical Training ◽  
Moral Judgement ◽  
Clinical Experiences ◽  
Cross Sectional ◽  
Moral Decisions ◽  
Moral Choices ◽  
Cognitive Maturity ◽  
Self Authorship

Abstract Background Whereas experience and cognitive maturity drives moral judgement development in most young adults, medical students show slowing, regression, or segmentation in moral development during their clinical years of training. The aim of this study was to explore the moral development of medical students during clinical training. Methods A cross-sectional sample of medical students from three clinical years of training were interviewed in groups or individually at an Australian medical school in 2018. Thematic analysis identified three themes which were then mapped against the stages and dimensions of Self-authorship Theory. Results Thirty five medical students from years 3–5 participated in 11 interviews and 6 focus groups. Students shared the impacts of their clinical experiences as they identified with their seniors and increasingly understood the clinical context. Their accounts revealed themes of early confusion followed by defensiveness characterised by desensitization and justification. As students approached graduation, some were planning how they would make moral choices in their future practice. These themes were mapped to the stages of self-authorship: External Formulas, Crossroads and Self-authorship. Conclusions Medical students recognise, reconcile and understand moral decisions within clinical settings to successfully reach or approach self-authorship. Curriculum and support during clinical training should match and support this progress.

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