Carfagna, Rosemarie, A Developmental Core Curriculum for Adult Women Learners. New Directions for Adult and Continuing Education, No.65, Spring 1995.
In this article, 'Women's Ways of Knowing' provides the theoretical framework for a core curriculum designed to meet the learning needs of women.
Costa, Arthur, What Human Beings Do When They Behave Intelligently and How They Can Become More So. Paper presented by Arthur Costa, California State University, Sacramento.
The author lists characteristics and behaviors exhibited by intelligent people.
Droegkamp, Jan and Kathleen Taylor, Prior Learning Assessment, Critical Self-Reflection, and Reentry Women's Development. New Directions for Adult and Continuing Education, No.65, Spring 1995.
Assessment of prior learning can be a powerful educational tool. This author tells how.
Edwards, Richard and Robin Usher, University Adult Education in the Postmodern Moment: Trends and Challenges. Adult Education Quarterly: Vol.47, No.1, 1996.
The authors discuss the postmodern viewpoint and its affect on education.
Gajdusek, Linda and Helen Gillotte, Teaching to the Developmental Needs of Nonmainstream Learners. New Directions for Adult and Continuing Education, No.65, Spring, 1995.
The author looks at 'Women's Ways of Knowing' and discusses its implications for nonmainstream learners.
Haraway, Donna, Situated Knowledged: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, No.3, 1988. The author argues that educators have an obligation to disclose personal 'situatedness'.
Heath, Shirley Brice, Questioning at Home and at School: A Comparative Study. Waveland Press, Inc: Illinois, 1982.
This chapter is one of many interesting ones from the book Doing the Ethnography of Schooling, ed. by George Spindler.
Johnson-Bailey, Juanita and Ronald M. Cervero, An Analysis of the Educational Narratives of Reentry Black Women. Adult Education Quarterly: Vol.46, No.3, Spring 1996.
This study examines the narratives of reentry Black women and the diversity of their experiences.
Kerka, Sandra, Women, Human Development, and Learning.ERIC: http://www.ed.gov/databases/ERIC_Digests/ed358379.html, 1993.
This article constrasts the view that women's voices either do or do not differ from men's.
Mojab, Shahrzad, Minority Women at the Iron Borders of Academe. ERIC: http://www.leeds.ac.uk/educol/documents/000000268.htm, 27th Annual SCUTREA Conference Proceedings, 1997.
The author discussess her situatedness and personal experiences with adademe.
Ortiz, Flora Ida, Mexican American Women: Schooling, Work, and Family.ERIC: http://www.ed.gov/databases/ERIC_Digests/ed388490.html, Oct. 1995.
This report shows the interdendence of schooling, work, and family within the lives of Mexican American women.
Sheared, Vanessa, Giving Voice: An Inclusive Model of Instruction-A Womanist Perspective. New Directions for Adult and Continuing Education, No.61, Spring 1994.
The author argues for incorporating an africentric feminist viewpoint of inclusion of the importance of culture and race into discussions of women's issues and provides ways to do this.
Tough, Allen, The Adult's Learning Projects: A Fresh Approach to Tehory and Practice in Adult Learning. Learning Concepts: Ontario, 1979.
The deliberate efforts of adults to learn and their motivation is discussed in this book.
Wright, John C., Susan Millar, Steve Kosciuk, Debra Penberthy, Does Active Learning Cause Credible Differences in Student Competence? Focus on Calculus: Issue No. 13, Fall 1997.
The authors look at the results of active Learning vs. lecture method in the hard sciences.