Special Online Issue
 |
Edited by Diane McGrath |
formerly Journal of Research on Computing in
Education
Volume 28 Number 5 Summer 1996
Using Email Within a Classroom Based on Feminist Pedagogy,
References T–W
Alice Atkinson Christie
Arizona State University, West
Publications
Jill Tarule
Author(s): Tarule, Jill Mattuck
Title: Dialogue and Adult Learning.
Journal: Liberal Education; v78 n4 p12 9 Sep Oct 1992
Year: 1992
Abstract:
Discussion of the role of language and dialogue in adult learning
looks at dialogue
as epistemology and at talk as learning. It is proposed that the
challenge in
teaching and retaining adult learners is to create dialogue-rich
classrooms,
including many external speech opportunities, small-group discussion,
and group
projects. (MSE)
Document Number: EJ459782
Author(s): Tarule, Jill Mattuck
Title: Voices of Returning Women: Ways of Knowing.
Journal: New Directions for Continuing Education; n39 p19 33 Fall
1988
Year: 1988
Abstract:
Examines perspectives on what some of the needs of returning women
might be,
drawing on two sources, adult women's stories about their education
and theory
about women's learning. (JOW)
Document Number: EJ377182
Author(s): Tarule, Jill Mattuck
Title: The Process of Transformation: Steps toward Change.
Journal: New Directions for Higher Education; No. 29 (Educating
Learners
of All Ages) v8 n1 p23 35 1980
Year: 1980
Abstract:
A study of adult learners reveals four steps of transformative change
in adult
life: diffusion, dissonance, differentiation, and coherence. The
educational
implications of these steps are explored through case studies, and it
is argued
that these transformative changes affect not only the individual and
the nature
of adult education, but the culture as a whole. (JSR)
Document Number: EJ228096
Author(s): Weathersby, Rita Preszler; Tarule, Jill Mattuck
Title: Adult Development: Implications for Higher Education.
AAHE-ERIC/Higher
Education Research Report No. 4, 1980.
Year: 1980
Abstract:
Theories of adult development are reviewed and considered in relation
to the
role of higher education and the educational methods employed. The
literature
is divided according to two perspectives: issues and tasks that are
characteristic
of chronological periods in the adult life cycle; and developmental
stages that
have no strict relationship to age. The discussion of life cycle
stages considers
age norms and cultural norms, epigenic timing and life tasks, the
concept of
life structure, and limits of life cycle research relating to sex
differences,
ethnicity, and social class. Since education has been organized
primarily around
the developmental tasks of early adulthood, the life cycle perspective
may promote
rethinking the role of education in relation to later stages of the
life cycle.
The discussion of hierarchial sequences of development considers
stages of development
in a structuralist perspective, strands and levels of development,
Loevinger's
theory of ego development, and implications for education. Application
of the
theoretical perspectives to educational approaches is discussed with
regard
to: development as an outcome of study, education as a support of life
transitions,
program development and strategy, curriculum and teaching methods,
faculty development
and evaluation, and career development, counseling, and support
services. A
bibliography is included. (SW)
Document Number: ED191382
Author(s): Tarule, Jill Mattuck; Weathersby, Rita
Title: Adult Development and Adult Learning Styles: The Message for
Nontraditional
Graduate Programs.
Journal: Alternative Higher Education: The Journal of
Nontraditional Studies;
v4 n1 p11 23 Fall 1979
Year: 1979
Abstract:
Both the content and process of graduate education promote adult
development.
Graduate programs, particularly nontraditional programs, can both
address the
growing adult and uphold relevant standards of intellectual excellence
and professional
expertise. Life phases, developmental stages, and learning styles are
three
domains that are described. (Author/MLW)
Document Number: EJ211297
Paula Treichler
Author(s): Treichler, Paula A.; Wartella, Ellen
Title: Interventions: Feminist Theory and Communication Studies.
Journal: Communication; v9 n1 p1 18 1986
Year: 1986
Abstract:
Notes that the methodologies and findings of communication studies
speak to
a number of important concerns in feminist theory and research, and
that feminist
theory and research offer a great deal to communication studies. (FL)
Document Number: EJ332906
Author(s): Treichler, Paula A.; Kramarae, Cheris
Title: Women's Talk in the Ivory Tower.
Journal: Communication Quarterly; v31 n2 p118 32 Spr 1983
Year: 1983
Abstract:
Reviews research on female and male interaction patterns. Examines
classroom
interaction in higher education and pedagogical alternatives developed
in women's
studies programs. Argues that the norm of classroom interaction is
more closely
aligned with typical male patterns of interaction. (PD)
Document Number: EJ285183
Sherry Turkle
Author(s): Turkle, Sherry; Papert, Seymour
Title: Styles and Voices.
Journal: For the Learning of Mathematics; v13 n1 p49 52 Feb 1993
Year: 1993
Abstract:
Case studies of elementary school and college students are used to
examine the
different styles of approach taken to computer programing. Introduces
the term
"bricoleur" to describe programers who do not take a structured
approach to
programing. Discusses gender differences among programers. (MDH)
Document Number: EJ467698
Author(s): Turkle, Sherry; Papert, Seymour
Title: Epistemological Pluralism and the Revaluation of the
Concrete.
Journal: Journal of Mathematical Behavior; v11 n1 p3 33 Mar 1992
Year: 1992
Abstract:
Argues that computers are a medium through which different styles of
scientific
thought can be observed. Presents cases of women whose learning styles
differ
from the way that programing and problem solving in computer-related
activities
are taught. Concludes that technological developments involving
object-oriented
programing have created an opening for epistemological pluralism.
(MDH)
Document Number: EJ450644
Author(s): Turkle, Sherry; Papert, Seymour
Title: Epistemological Pluralism: Styles and Voices within the
Computer Culture.
Journal: Signs: Journal of Women in Culture and Society; v16 n1
p128 57 Fall
1990
Year: 1990
Abstract:
Recent technological developments in interfaces, programing
philosophy, and
artificial intelligence may invite the participation of women
programers, who
find a concrete, intuitive, and informal style of programing more
congenial
than the hierarchical, rule-driven style heretofore pervasive in
computer culture.
(DM)
Document Number: EJ419390
Author(s): Rhodes, Lewis A.
Title: On Computers, Personal Styles, and Being Human: A
Conversation with
Sherry Turkle.
Journal: Educational Leadership; v43 n6 p12 6 Mar 1986
Year: 1986
Abstract:
In an interview, Sherry Turkle (author of "The Second Self: Computers
and the
Human Spirit") discusses the development of personal styles developed
by individuals
using computers. She stresses the importance of having teachers
familiar and
comfortable with computers and students having access to computers as
tools
they use in the classroom. Computers then become productivity tools
for personal
expression. (MD)
Document Number: EJ335731
V. Walkerdine
Author(s): Sinha, Chris; Walkerdine, V.
Title: Spatial and Temporal Relations in the Linguistic and
Cognitive Development
of Young Children.
Year: 1974
Abstract:
This paper reports the findings of an investigation into the
development of
the use and understanding of locative and temporal prepositions in 94
children
aged from 18 months to 8 years. The research was carried out as part
of the
Project "Language Development in Pre-School Children," directed by
Gordon Wells,
at the University of Bristol, School of Education. The research
represents an
attempt to integrate the theoretical and methodological orientations
of linguistic
semantics and Piagetian theory in the study of the acquisition of a
limited
domain of word-meanings. Detailed analyses are presented of particular
strategies
utilized by children at various ages and stages of development in the
comprehension
and production of spatial and temporal relational terms. It is
suggested that
such strategies result from specific interactions between the
developing systems
of language, cognition and perception, the overall forms of which are
determined
by the socio-cultural context of the use of the relational terms. In
conclusion,
partial critiques are presented of one-sided applications of semantic
features
theories and Piagetian theory in previous explanations of the
acquisition of
spatial and temporal relational terms. (Author)
Document Number: ED117938
Copyright © 1996, ISTE (International Society for Technology
in Education).
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