Author's Keywords: Pedagogy, Political Cognition, Development	Convention Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: APSA Teaching and Learning Conference URL: http://www.apsanet.org
Citation: URL: http://www.allacademic.com/meta/p11519_index.html Direct Link: HTML Code:

Rosenberg, Shawn., Sellick, Mark. and Winterstein, Scott. "Facilitating the Development of Political Reasoning in the Classroom: An experimental study" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p11519_index.html>

Rosenberg, S. , Sellick, M. and Winterstein, S. "Facilitating the Development of Political Reasoning in the Classroom: An experimental study" Paper presented at the annual meeting of the APSA Teaching and Learning Conference <Not Available>. 2009-05-26 from http://www.allacademic.com/meta/p11519_index.html

Publication Type: Abstract Abstract: The aim of the research was to explore the relative effectiveness of different class formats on the quality of classroom discourse and the development of individual’s political reasoning. The research is informed by a structural developmental model of the dynamic relationship between the nature of individuals’ capacity to think and the nature of the meaningful discourses in which they can participate. Three key assumptions are: (1) that discourses have a structure which is not reducible to the quality of the contribution of the individual participants, and (2) an appropriately structured discourse can lead participants to reason in ways that are at the very edge of or slightly beyond their present capacities, and (3) such a discourse will encourage the development of individual’s capacities to make sense of social and political phenomena as well as the perspectives of others with whom they are engaged. The research reported here involves an experimental study of an upper division political science class in which participants were randomly assigned to one of three conditions: (a) a ordinary seminar, (b) a seminar which adopted a debate format placing students in opposing groups, and (c) a seminar which combined initial debate with a subsequent attempt to bridge differences by crafting some common ground of understanding and evaluation. Participating students were given pretests and posttests to assess their ability to make sense of a political issue. All classroom discussion were taped. The results show a significant effect of classroom condition on the quality of the discussion that ensued of the kind predicted. Individual effects were also found but of a more limited nature. The implications of the research for three theories of pedagogy, liberal, critical and developmental, are discussed.

International Politics and International Relations: Two Strands of Studies Derived from the Curricular Development of International Studies in Japanese Universities

International Political Economy, Comparative Political Economy and the Study of Contemporary Development