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Literature Review

   Aaron, S., Crocket, J., Morrish, D., Basualdo, C., Kovithavongs, T., Mielke, B.,  & Cook, D. (1998). Assessment of exam performance after change to problem-based learning: Differential effects by question type.  Teaching and Learning in Medicine, 10, 86-91.

   Allen, D.E., Duch, B.J., & Groh, S.E. (1996). The power of problem-based learning in teaching introductory science courses.  New Directions for Teaching and Learning, 68, 43-52, San Francisco: Jossey-Bass Publishers.

   Anaya, G. (1996). College experiences and student learning: The influence of active learning, college environments and cocurricular activities.  Journal of College Student Development, 37, 611-622.

   Angelo, T.A., & Cross, K.P. (1993). Minute paper. Classroom assessment techniques: A handbook for college teachers (second edition). San Francisco, CA: Jossey-Bass Publishers, pp. 148-153).

   Astin, H.S. & Sax, L.J. (1996). Developing scientific talent in undergraduate women. In C.S. Davis, A.B. Ginario, C.S. Hollenstead, B.B. Lazarus, P. M. Raymon, & Associates, The equity equation: Fostering the advancement of women in the sciences, mathematics, and engineering (pp. 96-121), San Francisco: Jossey Bass Publishers.

   Bandalos, D.L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87, 611-623.

   Bean, J.C. (1996).  Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom.  San Francisco: Jossey-Bass Publishers.

   Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1997).  Women's ways of knowing. New York, NY: BasicBooks.

   Kenny, S.S. (1997). Reinventing undergraduate education: A blueprint for America's research universities (from the Boyer Commission on Educating Undergraduates in the Research University). New York: SUNY, Stony Brook.

   Burkam, D.T., Lee, V.E., & Smerdon, B.A. (1997). Gender and science learning early in high school: Subject matter and laboratory experiences. American Educational Research Journal, 34, 297-331.

   Courtney, D.P., Courtney, M., & Nicholson, C. (1994). The effect of cooperative learning as an instructional practice at the college level. College Student Journal, 28, 471-477.

   Cranton, P. (1996). Types of group learning. New Directions for Adult and Continuing Education, 71, 25-32.

   Davidson, N. (1985). Small-group learning and teaching in mathematics: A selective review of the research. In R. Slavin (ED.), Learning to cooperate, cooperating to learn, New York: Plenum Press.

   Davis, B.G. (1993). Tools for teaching, San Francisco: Jossey Bass Inc.

   Davis, C.S., Ginario, A.B., Hollenstead, C.S., Lazarus, B.B., Raymon, P.M., & Associates (1996). The equity equation: Fostering the advancement of women in the sciences, mathematics, and engineering.  San Francisco, Jossey Bass Publishers.

   Dearden, J. (1998). Cross-age peer mentoring in action: The process and outcomes.  Educational Psychology in Practice, 13, 250-157.

   Eccles, J. (1997). User-friendly science and mathematics: Can it interest girls and minorities in breaking through the middle school wall? In. D. Johnson, Minorities and girls in school: Effects on achievement and performance. Leaders in psychology, Volume 1 ( pp. 65-104). Thousand Oaks, CA: Sage Publications.

   Fausto-Sterling, A. (1981). The myth of neutrality: Race, sex, and class in science. Radical Teacher, 19, 21-25.

   Fennema, E., Carpenter, T.P., Jacobs, V.R., Franke, M.L., & Levi, L.W. (1998). New perspectives on gender differences in mathematics: A reprise.  Educational Researcher, 27, 19-21.

   Fradd, S. (In press). Mastering science: Cultural differences may hinder learning. Educational Researcher.

   Frankenstein, M. (1990). Incorporating race, gender, and class issues into a mathematical literacy curriculum. Journal of Negro Education, 59(3), 336-347.

   Gabelnick, F., MacGregor, J., Matthews, R. S., & Smith, B. L. (1990). Learning communities; Creating connections among students, faculty, and disciplines.  In R. E. Young (Ed.), New Directions for Teaching and Learning, No. 41, Spring 1990.  San Francisco:  Jossey-Bass, Inc.

   Ginorio, A.B. (1995). Warming the climate for women in academic science. Washington, DC: AAC&U.

   Harding, S., & McGregor, E. (1995). The gender dimension of science and technology. London: UNESCO Publications.

   Harlow, L.L. (1998a, September). Instructional development workshop: Getting students involved in learning multivariate methods. Presented at the University of Rhode Island.

   Harlow, L.L. (1998b, October).  Diversity workshop: Getting students involved in learning science. Presented at URI.

   Hmelo, C.E. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. Journal of the Learning Sciences, 7, 173-208.

   Johnson, D.W., Johnson, R.T., & Smith, K.A. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.

   Kellermeier, J. (1992). Writing word problems that reflect cultural diversity. Transformations, 3,(2), 24-30.

   Kemp, J. M., Morsheimer, E.T., Reifman, A.S., & Blane, H.T. (1996). Summer addictions studies program for high school  honor students.  Journal of Alcohol and Drug Education, 41, 55-67.

   Lightbody, P., Siann, G., Tait, L., & Walsh, D. (1997). A fulfilling career? Factors which influence women's choice of profession. Educational Studies, 23, 25-37.

  MacGregor, J., Cooper, J. L., Smith, K. A., & Robinson, P. (2000).  Strategies for energizing large classes:  From small groups to learning communities.  In Svinicki (Ed). New Directions for Teaching and Learning, No. 81, Spring 2000.  San Francisco:  Jossey-Bass, Inc.

   Millis, B.J. (1996). Connecting with cooperative learning. In V. Bianco-Mathis & Neal Chalofsky (Eds.), The adjunct faculty handbook pp. 115-131). Thousand Oaks, CA: Sage Publications.

   Mukherjee, S. (1997). Cold war's demise may spell 'brain drain' in math, science fields. Houston Business Journal, Nov 17.

   Newman, J.H. (1998). Rapprochement among undergraduate psychology, science, mathematics, engineering, and technology education. American Psychologist, 53, 1032-1043.

   Perry, N.W., Huss, M.T.,  McAuliff, B.D., & Galas, J.M. (1996). An active-learning approach to teaching the undergraduate psychology and law course.  Teaching of Psychology, 23, 76-81.

   Peterson, R.F., & Treagust, D.F. (1998). Learning to teach primary science through problem-based learning. Science Education, 82, 213-237.

   Quartz, S., & Sejnowski, T.J. (1997). The neural basis of cognitive development: A constructivist manifesto.  Behavioral and Brain Sciences, 20, 537-596.

  Rasmussen, G. & Skinner, E. (1997).  Learning communities: Getting started. Maricopa Center for Learning and Instruction.

   Rosser, S. (Ed.) (1995).  Teaching the majority: Breaking the gender barrier in science, mathematics, and engineering.  New York: Teachers College Press.

   Seymour, E., & Hewitt, N. (1997). Talking about leaving. Westwood Publishers.

   Shapiro, A.M. (1998). Promoting active learning: The role of system structure in learning from hypertext. Human Computer Interaction, 13, 1-35.

   Shapiro, N. S. & Levine, J. L. (1999).  Creating learning communities: A practical guide to winning support, organizing for change, and implementing programs.  San Francisco:  Jossey-Bass, Inc.

  Shelton, J.B. & Smith, R.F. (1998). Problem-based learning in analytical science undergraduate teaching. Research in Science and Technological Education, 16, 19-29.

   Smith, D.G., & Associates (1997). Diversity works: The emerging picture of how students benefit. Washington, D.C.: Association of American Colleges and Universities.

   Thomas, R.E., (1997). Problem-based learning: Measurable outcomes. Medical Education, 31, 320-329.

   Tinto, 

   Tinto,

Tobias, S. (1992).  Revitalizing Undergraduate Science: Why some things work and most don't. Tucson, AZ: Research Corporation.

   Tobias, S. (1994). Overcoming Math Anxiety. New York: W.W. Norton & Company.

   Topping, K., & Ehly, S. (Eds.) (1998). Peer-assisted learning. Mahwah, NJ: Lawrence Erlbaum Associates.

   Townsend, M., Moore, D.W., Tuck, B.F., & Wilton, K.M. (1998). Self-concept and anxiety in university students studying social science statistics within a co-operative learning structure. Educational Psychology, 18, 41-54.

   Vermunt, J.D. (1998). The regulation of constructive learning processes.  British Journal of Educational Psychology, 68, 149-171.

   Watson, D.L., Kessler, D.A., Kalla, S., Kam C.M., & Ueki, K. (1996). Active learning exercises are more motivating than quizzes for underachieving college students.  Psychological Reports, 78, 131-134.

 

Other Websites

Donna Hughes'website:  http://www.uri.edu/artsci/wms/hughes/

http://www.mcli.dist.maricopa.edu/ilc/monograph/index.htm/

Transforming Learning Communities: A research project on elementary and secondary school change and school improvement in Ohio. http://tlc.treca.org

Learning Communities: Information about a program at the University of Indiana to create a small college atmosphere for participating first year students. http://www.las.uiuc.edu/learningcommunity/

The Vermont Institute for Science Math and Technology (VISMT) An initiative funded by the National Science Foundation, working with state schools and communities to transform science, mathematics, and technology education in order to improve the learning and the skills of all students.  http://www.vismt.org/

 

Upcoming Conferences

Learning Communities: Strategies for Strengthening Connections, Competence, and Commitment.  March 1-3, 2001.  Providence, Rhode Island. Sponsored by the Association of American Colleges and Universities.  For conference information, contact the AAC&U website at: www.aacu-edu.org

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