The authors of this volume provide:
- outlines of some of the positive relationships that can be developed among students and educators when the process of gaining knowledge is seen as a co–constructed process,
- approaches to relational intelligence and collaborative learning,
- research from neuropsychology and practical applications to teaching, and
- characterizations of emotional intelligence and sociocognitive skills needed in collaborative learning environments.
Though focused on Asian students and their experiences, this volume includes information for all students and educators who are engaged in the collaborative search for knowledge.
This is the 143rd volume of this Jossey–Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
1. Knowledge Construction: A Paradigm Shift 5Hugh Gash
This chapter explores the move toward a constructivist paradigm and collaborative knowledge construction in the broader institutional context of education.
2. Relational Intelligence and Collaborative Learning 25Sheila McNamee, Murilo Moscheta
This chapter explores the ways in which a relational understanding of the educational process might inform and transform university teaching.
3. Using a Brain–Based Approach to Collaborative Teaching and Learning with Asians 41Rik Carl D Amato, Yuan Yuan Wang
This chapter advocates for a more contemporary ecological neuropsychology approach, where brain–learner–environmental interactions are the focus of study, assessment, and evidence–based intervention.
4. Emotional Intelligence and Sociocognitive Skills in Collaborative Teaching and Learning 61Helen Y. Sung
This chapter explores emotional intelligence as the glue that binds people together regardless of cultural differences.
5. Reading and Writing for Critical Reflective Thinking 79Mary M. Chittooran
This chapter examines the use of reading and writing activities to promote critical reflection among Asian students in higher education settings.
Gertina J. van Schalkwyk is an associate professor of psychology and former coordinator for professional development in the Centre for Teaching and Learning Enhancement at the University of Macau, China.
Rik Carl D′Amato is a professor of psychology on the faculty of the Chicago School for Professional Psychology, and former director of the Centre for Teaching and Learning Enhancement at the University of Macau, China.