Welcome to the twelfth volume of the International Journal of Process Education. In this issue, we present a collection of the collaborative research efforts of many Process Educators. Methodologies, frameworks growth and self-growth are discussed in this volume. From improving performance to increasing quality of life examining learning, growth, and self-growth will be explored in this issue.

• From the Editorial Board

  Welcome to the eleventh volume of the International Journal of Process Education. In this issue, we present an exciting collection of collaborative research efforts from many Process Educators. Their collaborative efforts have yielded research that is mainly clustered around the themes of performance and learning, particularly Learning to Learn. Additionally, many of the authors explore methodologies and systems to explain these themes.

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• Improving Performance Using the Methodology for Developing Performance

  Auston Van Slyke, Tris Utschig, and Dan Apple

  Abstract

  This paper presents the Methodology for Developing Performance (MDP) for supporting learning and growth to develop performance capacity. The methodology includes planning (thinking of what one is going to do), performing (preparing, practicing, and performing) and then reviewing (receiving evaluation, assessment, and other feedback productively) to generate improvement in performance for the next performance. The MDP connects with many other critical areas of Process Education (PE) that educators use in their role as facilitators of learning and mentors of growth including the Theory of Performance, performance criteria, the Learning Process Methodology (LPM), growth-oriented skills from the Classification of Learning Skills, assessment, evaluation, performance mentoring, and summative reflection. The role of the MDP in developing performance is similar to the role of the LPM in improving learning performance. The MDP is a natural extension of the Learning by Performance (LxP) framework and adds to the understanding of growth as positive change resulting in increased capability to produce high quality performance in life contexts such as informal learning, educational settings, and the workplace.

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• Conceptual Understanding Required to Implement a Learning to Learn Experience

  by Cynthia M. Woodbridge, Ingrid M. Ulbrich, Thomas Nelson, Dan Apple, Wade Ellis, Joann Horton, and David Leasure

  A Learning to Learn (L2L) experience has the greatest impact on learners when it integrates a set of Process Education (PE) practices and principles into its design. The key components of a L2L experience are clarified in this work and an outline the framework necessary for creating a successful L2L experience is discussed. A concept map depicts the interrelatedness of the components emphasizing that a successful L2L experience will integrate these components through effective planning and strong facilitation. Within the discussion of each of key component is a description of why it is important to the success of a L2L experience, resources to explore the component further, the impact the component has on student learning and the synergy between it and the other key components.

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• Modeling Growth Capability—What is it?

  by Betty Hurd, Daniel K. Apple, Steve Beyerlein, Wade Ellis, David Leasure, Cy Leise, and Thomas Nelson

  Abstract

  Growth mindset includes the belief that one can improve life by responding with openness and creativity to opportunities as they arise. Growth capability is generated from increases in the effectiveness of responses to opportunities that expand and enrich one’s quality of life. Growth development is the process of increasing transferable learning skills to enhance quality of life by increasing the value of all experiences, especially performances, which are related to one’s individual quality of life. Growth capability is composed of 15 components that are the focus of this paper. Each component plays a distinctive role with respect to understanding growth capability as a construct and provides a foundation for assessment and reflection practices known to be essential for building capabilities. Underlying the 15 components are a set of 40 growth skills which are enumerated in the Appendix. For conceptual convenience, these 15 components are organized into four categories: self-concept, life planning, taking actions to pursue growth, and performance improvement. An expanded discussion of each of the 15 components focuses on three questions: What elements, processes, and opportunities are distinctive to the component? What roles do the concepts, insights, and practices related to the component play in improving quality of life? How can one validate the personal impact of pursuing the life changes suggested by the component? Examples of professional development activities centered on each component are also inventoried. Finally, methods are suggested for incorporating insights about each component into planning for daily growth.

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• Self-Growth Capability Components and Their Impact on Growth

  by Daniel K. Apple, Cy Leise, Wade Ellis, Steven Beyerlein, David Leasure, Grady Batchelor, Kathleen Burke, Cynthia Woodbridge, Mohamed El-Sayed, Ingrid Ulbrich, Wendy Duncan, Tris Utschig, and Aurelia Donald

  Abstract

  Self-growth requires special capabilities and consciousness in order to independently construct a life journey toward an ideal self. Self-growers have the capability to increase their own growth capability and promote growth capability in others. This article describes 13 contributing components of self-growth capability that increase growth capability and raise self-growth consciousness. Activating these components elevates growth experiences into self-growth experiences, supports the journey toward ideal self, and helps individuals stay in their ideal zone of development. Collectively, these components provide a foundation for the scholarship and practice of building as well as using self-growth capability.

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• Modeling Self-Growth with Fuzzy Cognitive Maps

  by George W. Dombi and Matthew Watts

  Abstract

  One contemporary approach to self-growth is to identify an individual’s risk roadmap, the set of risk factors that will inhibit their personal development. Associated with each of these risk factors are professional characteristics that can be strengthened to support the self-growth journey. To facilitate this process, a fuzzy cognitive map framework was developed to model the relationship between these professional characteristics and risk factors. Conventions are put forward for assigning relative numerical values for the relationships, for reducing the set of characteristics to master, and for identifying practices that develop them. Fuzzy cognitive mapping software leverages mathematical simulations that predict how the changes in professional characteristics will propagate through the network to mitigate the risk factors. A methodology for incorporating fuzzy cognitive maps into the self-growth process is presented and its use is exemplified through case studies. The results of the case studies led to several new conventions and strategies that help to focus an individual’s attention to the key characteristics that will promote self-growth.

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• Developing a Quality of Life (QoL) Framework for Self-Growth

  by Arlene King-Berry, Dan Apple, Wade Ellis, and Cy Leise

  Abstract

  People have been searching for the good life or quality of life (QoL) for several millennia. The concept of QoL is described in the Oxford dictionary as the standard of health, comfort, and happiness experienced by an individual or group. The things that are needed for a good quality of life. Self-growers would benefit from a QoL Framework that would help them improve their self-growth capability. Such a QoL framework would enable individuals to measure the progress they make toward increasing their self-growth capability and provide an ideal to measure the effectiveness of Process Education. This article presents a QoL Framework for Self-Growth that describes different aspects of life that researchers refer to as domains or dimensions and for which they develop appropriate subjective or objective indicator scales. The QoL Framework for Self-Growth is essential for individuals who want to clarify, define, measure, and develop their capabilities to improve their QoL.

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