Part Three
Contents
Return to: Table of Contents--Latas Faculty Page--Roy's World
+Tooten, Samuel, Toni Sills, Annette Digby, and Pamela Russ, eds. Cooperative Learning: A Guide to Research. New York: Garland, 1991.
The editors have compiled a thorough bibliographical examination of the cooperative education movement. Not to be confused with "small groups," cooperative education "...involves face-to-face interaction by all students, heterogeneous teams, structured goals, ... individual accountability, and an emphasis on practical social skills" (1). The reader is also reminded that cooperative education is not a new concept--it was espoused by noted educators like John Dewey and William Kilpatrick. Although the cooperative methodology has been implemented primarily in pre-collegiate education, the bibliography contains numerous references to university level education.
The text of this bibliography begins with the strategies of implementing a cooperative classroom. Several implementation models and cooperative class structures are highlighted. The bibliography continues with specific sections describing the effects of cooperative education on computer literacy, language arts, science, math, special education students, social studies, and vocational education.
The section entitled "General Topics" highlights teacher preparation, student needs, and social development. Additionally, research documentation, book reviews, cooperative education newsletters, and cooperative organizations are listed.
Abowitz, Deborah A. "Teaching Demography to Undergraduates: A Pedological Dilemma." Teaching Sociology 18.1 (January 1990): 63-68.
Bloom, Alan David. The Closing of the American Mind. New York: Simon and Shuster, 1987.
Duin, A. H. "Implementing Cooperative Learning Groups in the Writing Curriculum." Journal of Teaching Writing 5.2 (1986): 315-23.
Gere, A. R. Writing Groups: History, Theory, Implications. Carbondale: Southern Illinois University Press, 1986.
Johnson, D. W. and E. Holubec. Circles of Learning: Cooperation in the Classroom. 2nd ed. Edina: Interaction Book Company, 1986.
Johnson, D. W. and R. T. Johnson. Cooperation and Competition: Theory and Research. Edina: Interaction Book Company, 1989.
Johnson, David W., Roger T. Johnson, and Karl A. Smith. Cooperative Learning: Increasing College Facility Instructional Productivity. Washington, D. C.: George Washington University, 1991.
Larson, C. O., and D. F. Dansereau. "Cooperative Learning in Dyads." Journal of Reading 29 (1986): 516-20.
Leming, J. S. "Cooperative Learning Processes--Some Advantages." NASSP Bulletin 69 (1985): 63.
Maruyama, G., R. T. Johnson, D. Nelson and L. Skon. "Effects of Cooperative, Competitive and Individualistic Goal Structure on Achievement: A Meta-Analysis." Psychological Bulletin 89 (1981): 47-62.
Parker, R. E. "Small-Group Cooperative Learning--Improving Academic Learning, Social Gains in the Classroom." NASSP Bulletin 69 (1985): 48-57.
Sharan, Shlomo. "Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitude, and Ethnic Relations." Review of Educational Research 50 (1980): 241- 71.
---, ed. Cooperative Learning: Theory and Research. New York: Praeger, 1990.
--- and Hana Sachar. Languages and Learning in the Cooperative Classroom. New York: Praeger, 1990.
Slavin, Robert E. "Cooperative Learning and Intergroup Relations." Ed. J. Banks. Handbook of Research on Multicultural Education. New York: Macmillan, 1995.
---. "Cooperative Learning." Review of Educational Research 50 (1980): 315-342.
@---. Cooperative Learning: Theory, Research, and Practice. 2nd ed. Boston: Ally and Bacon, 1995.
+---. Using Student Team Learning. 4th ed. Baltimore: Johns Hopkins University, Center for Social Organization of Schools, 3505 N. Charles Street, Baltimore , MD 21218, 1994.
+---, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, and R. Schmuck. Learning to Cooperate, Cooperating to Learn. New York: Plenum, 1985.
Wilson, M. T. The Effects of Cooperative Learning on Self- Perceptions of Teachers Careers and Behaviors. Dissertation. University of Kansas, 1989.
Zaccaro, S. J., and C. A. Loew. "Cohesiveness and Performance on an Additive Task: Evidence for Multidimensionality." The Journal of Social Psychology. 128 (1988): 547-58.
Return to: Table of Contents--Latas Faculty Page--Roy's World
+Reagan, Sally Barr, and Thomas Fox, and David Bleich, eds. Writing With: New Directions, in Collaborative Teaching, Learning and Research. Albany: New York State University Press, 1994. Trying to emerge from the androcentric weight of society and educational institutions, the authors presented their views of meaningful collaboration in a university setting with common problematic threads from the graduate, secondary and primary levels. Today's highly valued qualities of individual achievement and competitiveness combined with ethnic and gender marginalization create a counterproductive atmosphere that discourages student, faculty, and institutional collaboration. The essayists point out that collegiate collaboration persists as a difficult practice--both in conceptual development and implementation.
Several essays describe current classroom models and how the social values of individualism hinder student and faculty interaction. Collaborative group work instills better social cooperation and improves the dynamics of learning; additionally, by empowering the students, the instructors' insight and leadership are given more respect by the students. The second basic tenet of the book exemplifies how new collaborative models succeed in revitalizing undergraduate study. Finally, the essayists examine their own "student" status in the formulation of collaborative methodology. The writers acknowledge the innovation of their collaborative learning concepts; however, they are dismayed by the social and institutional values hindering the production of socially and academically functional graduates.
Anderson, Worth, and Cynthia Alicia Black. "Cross Curricular Underlife: A Collaborative Report on Academic Literacy and Ways With Long Words ." College Composition and Communication 41.1, (February, 1990): 11-36.
Axelrod, Robert. The Evolution of Cooperation. New York: Basic Books, 1984.
Bauer, Henry H. "Barriers Against Interdisciplinarity: Implications for the Studies of Science, Technology, and Society." Science, Technology, and Human Values 15.1 (Winter 1990): 105-19.
Chubin, D., A. Porter, F. Rossini, and T. Connolly, eds. Interdisciplinary Analysis and Research: Theory and Practice of Problem-Focused Research and Development. Mt. Airy: Lomond, 1986.
Cross, K. P., and T. A. Angelo. "Classroom Assessment Techniques." In National Center for Research to Improve Post-Secondary Teaching and Learning, A Handbook for Faculty. Ann Arbor: University of Michigan, 1985.
Crow, Gary M., Linda Levine, and Nancy Nager. "Are Three Heads Better than One? Reflections on Doing Collaborative Interdisciplinary Research." American Educational Research Journal 29.4 (Winter 1992): 737-53.
Curry, Barbara. "Institutions Enduring Innovations: Achieving Continuity of Change in Higher Education." ASHE-ERIC Higher Education Reports #7. Washington: Association for the Study of Higher Education, 1992.
Ehmke, I. "Results and Problems of Information Provision for the Management and Planning of Interdisciplinary Research Projects in Social Sciences." International Forum on Information and Documentation 9.4 (1984): 8-10.
Elbow, Peter. Embracing Contraries: Explorations in Learning and Teaching. New York: Oxford University Press, 1986.
+Gabelnick, F. G., Jean Mac Gregor, Roberta S. Matthews, and Barbara Leigh Smith. "Learning Communities: Creative Connections Among Students, Faculty, and Disciplines." New Directions for Teaching and Learning 41. San Francisco, Jossey-Bass; 1990.
Johnston, William J., ed. Education on Trial--Strategies for the Future. San Francisco: ICS Press, 1985.
Mac Gregor, J. Intellectual Development of Students in Learning Community Programs 1986-1987. Occasional Paper 1. Olympia: Washington Center for Undergraduate Education, 1987.
+Steiner, Stanley F. Interdisciplinary Planning for Teaching in Higher Education: A Case Study. Dissertation. University of Wyoming, 1992.
Tyrell, R. "What Teachers Say About Cooperative Learning." Middle School Journal 21.3 (January 1990): 16-19.
Walsh, Debbie, and Richard W. Paul. The Goal of Critical Thinking from Educational Interdisciplinarity to Educational Reality. New York: American Federation of Teachers Educational Issues Department, 1988.
+Warren, Thomas, ed. Promising Practices: Teacher Education in Liberal Arts Colleges. Lanham: University Press of America, 1994.
Ziegler, Jerome M. "Experiential Learning and the Purpose of a College Education." Human Ecology Forum 16.3 (1987): 2-5.
Return to: Table of Contents--Latas Faculty Page--Roy's World
@DuBois, Ellen Carol, Gail Paradise Kelly, Elizabeth Lapovsky Kennedy, Carolyn W. Korsmeyer, and Lillian S. Robinson. Feminist Scholarship: Kindling in the Groves of Academe. Chicago: University of Illinois Press, 1985.
The initiation of the Women's Studies program at San Diego State University in 1970 signaled the development of an interdisciplinary discipline. Du Bois, et. al., contend the disciplines of anthropology, education, history, literature, and philosophy contain the bulk of feminist scholarship and research. This book is truly co-authored and interdisciplinary. Each chapter contains writing from at least three of the authors, and by the intimations of the introduction, each of the five authors dwells in the aforementioned disciplines.
The first part of this book, "The View from the Disciplines," examines how feminine issues entered the five disciplinary traditions, and then discusses how feminist enlightenment has expanded these fields. "Oppression and Liberation: Feminist Questions as Guides for Research" shows how research on women does not fit with customary disciplinary boundaries. The discussions address the integrative nature of feminist scholarship while addressing the issues of equality, modernization, and socialism. Part three, "The Response of the Disciplines," surveys scholarly journals for a feminist evolution among the disciplines. This portfolio of feminist scholarship concludes with an assessment of growing feminist research and critical deductions on the role of feminist scholarship within and across the disciplines.
Alvarez-Pereyre, Frank. "From the Temptation for Purity to the Necessity of Unity: The Anthropological Science Put to the Test of Interdisciplinary." Diogenes 159 (Winter 1992): 95- 135.
Anderson, Margaret L. "Changing the Curriculum in Higher Education." Signs 12.2 (Winter 1987): 222-54.
Belenky, M. F., B. M. Clinchy, N. R. Goldberger and J. M. Tarule. Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, 1986.
Belshaw, Cyril. "Challenges for the Future of Social and Cultural Anthropology." International Social Science Journal 40.2 (May 1988): 193-202.
Brandon-Falcone, Janice, Joel Benson, James Eiswert, and Ester Winter. "Teaching Cultural Diversity in the Core Curriculum." Journal of General Education 43.3 (1993): 230- 40.
Butler, Johnnella, and Betty Schmitz. "Ethnic Studies, Women's Studies, and Multiculturalism." Change 24.1 (January- February 1992): 37-41.
Carty, Linda. "Women's Studies in Canada: A Discourse and Praxis of Exclusion." Resources for Feminist Research 20.3 (Fall- Winter 1991): 87-99.
Higginbotham, Elizabeth. "Feminism and the Academy." NWSA Journal 2.1 (Winter 1990): 105-11.
Kaplan, Andrew. "The Same and the Different: Pluralism and the Theory of Women's Studies." Educational Theory. 42.3 (Summer 1992): 299-313.
Kutsche, Paul. "World System Theory as an Integrator of the Social Science Curriculum." Urban Anthropology 18.1 (Spring 1991): 129-34.
Lather, Patti. "Critical Frames in Educational Research: Feminist and Post-Structural Perspectives." Theory into Practice 31.2 (Spring 1991): 87-99.
Muga, David A. "The Marxist Problematic as a Model Interdisciplinary Approach to Ethnic Studies." The Journal of Ethnic Studies 17 (Winter 1990): 53-80.
@Paludi, Michele A., and Gertrude A. Steuernagel, eds. Foundations for a Feminist Restructuring of the Academic Disciplines. New York: Harrington Park Press, 1990.
Rosenfelt, Deborah Silverton. "Definitive Issues: Women's Studies, Multicultural Education, and Curriculum Transformations in Policy and Practice in the United States." Women's Studies Quarterly 22 (Fall/Winter 1994): 26-41.
Rouse, Linda P. "Teaching an Interdisciplinary Course in Social Psychology." Teaching Sociology 19.2 (April 1991): 164-72.
Schniedewind, N. "Feminist Values: Guidelines of Teaching Methodology in Women's Studies." Ed. Ira Shor. Fire for the Classroom: A Sourcebook for Liberatory Teaching. Portsmouth: Boynton Cook, 1987.
Spender, Dale. "Women's Studies: Notes on the Organization of Women's Studies." Women's Studies International Quarterly 1.3 (1978): 255-75.
Stack, Carol B., and Linda M. Burton. "Kinscritps." Journal of Comparative Family Studies 24.2 (Summer 1993): 157-70.
Walzer, Judith B. "New Knowledge or a New Discipline? Women's Studies at the University." Change. (April 1982): 21-23.
Return to: Table of Contents--Latas Faculty Page--Roy's World
+Marsh, Peter T., ed. Contesting the Boundaries of Liberal and Professional Education: The Syracuse Experiment. New York: Syracuse University press, 1988.
During the 1985/1986 school year, Syracuse University embarked on a interdisciplinary melding of the College of Arts and Sciences and several other campus professional schools. This book is divided into six chapters with essays from various participants in the program. The essays describe the initial faculty meetings and their discovery of interdisciplinary principles (Introduction), establishing an interdisciplinary vision (Objectivity), the difficulties of blending multi-disciplinary pedagogy into a interdisciplinary curriculum (Embeddedness and Enculturation), and the collaboration of professors while designing and implementing interdisciplinary classes (Learning and Teaching). With the curriculum successes documented, the project participants appeal for broader interdisciplinary participation on a national level (Challenges).
Marsh points to the most problematic obstacle as the current disciplinary structure of collegiate education--entrenched departmental structures resist modification. An interesting note, the College of Education declined participation in the project.
Hamilton-Wieler, S. J. Collaboration: See Treason. Report of a Three-Year Study of Collaborative Learning in Freshman Composition Classroom. Bloomington: National Council of Teachers of English, 1992.
+Rogers, Gloria Martin. Critical Thinking and Intellectual Development: A Study of the Effects of An Integrated First Year Curriculum in Science, Engineering, and Mathematics. Dissertation. Indiana State University, 1991.
Weidner, Edward W., and William Kuepper. "University of Wisconsin-Green Bay." New Directions for Higher Education 82 (Summer 1993): 23-35.
Return to: Table of Contents--Latas Faculty Page--Roy's World
Astin, Alexander W. Four Critical Years: Effects of College on Beliefs, Attitudes and Knowledge. San Francisco: Jossey- Bass, 1979.
---. What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass, 1993.
Kitcher, Patricia. Freud's Dream: A Complete Interdisciplinary Science of Mind. Cambridge: MIT Press, 1992.
Freud, a firm proponent of interdisciplinary study to enhance his psychoanalytic theories, has his basic tenets dismantled by current interdisciplinary thought and science.
@Mc Leod, Susan H., and Margot Soven, eds. Writing Across the Curriculum. Sage Publications, 1992.
After developing their own programs, investigating others, and listening to various academic communities misuse the term "writing across the curriculum," Mc Leod and Soven have assembled some definitive chapters on pedagogy, curriculum changes, and writing centers.
@ Available at CSUSM
+ Available through Inter-Library Loan
Return to:
Send a comment to the author.
Return to: Table of Contents--Latas Faculty Page--Roy's World