Baldwin, A. E. (1980). Theories of child development. New York: Wiley.
Bereiter, C., and Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NM: Lawrence Erlbaum.
Berlin, J. A. (1987). Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. arbondale, IL: Southern Illinois press.
Berlyne, D. (1957). Uncertainty and conflict: A point of contact between information-theory and behavior-theory concepts. Psychological Review, 64, 329-339.
Bevin, W. (1991). Contemporary psychology: A tour inside the onion. American Psychologist,46(5), 475-483.
Bloom, B., Hastings, J. and Madaus, G. (Eds.) (1971). Handbook on formative and summative evaluation of student learning. New York, NY: McGraw Hill.
Bohan, J. S. (1990). Social constructionism and contextual history: An expanded approach to the history of psychology. Teaching of Psychology, 17(2), 82-89.
Bolling, A. L. (1994). Using group journals to improve writing and comprehension. Journal on Excellence in College Teaching, 5(1), 47-55.
Brody, C. M. (1995). Collaborative or cooperative learning? Complimentary practices for instructional reform. Journal of Staff, Program, and Organizational Development, 12(3), 133-143.
Bruffee, K. A. (1993). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge, Baltimore: The Johns Hopkins University Press, pp 1-240.
Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
Bruner, J.(1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Bruner, J., and Feldman, C. (1986). Nelson Goodman's worlds. In J. Bruner, Actual Minds, Possible Worlds.Cambridge, MA: Harvard University Press, 93-105.
Bronfenbrenner, U., Kessen, F., Kessen, W., and White, S. (1986). Toward a critical social history of developmental psychology: A propaedeutic discussion. American Psychologist, 41(11), 1218-1230.
Burnham, J. (1971). The structure of art. New York, NY: George Braziller.
Cassirer, E. (1955). The philosophy of symbolic form. New Haven, CN: Yale University Press.
Cooper, J. L. Cooperative Learning and Critical Thinking. Teaching of Psychology, 22(1), 7-9.
Dansereau, D. F. (1987). Transfer from cooperative to individual studying. Journal of Reading, April, 30, 614-618.
DiPardo, A. And Freedman, S. W. (1988). Peer response groups in the writing classroom:Theoretic foundations and new directions. Review of Educational Research, 58(2), 119-149.
Eisner, E. (1981). On the differences between scientific and artistic approaches to qualitative research. Educational Researcher, 10(4), 5-9.
Elbow, P. (1987). Using writing to help teach subject matter. Keynote Address to the Seventh Annual Lilly Conference on College Teaching. Oxford, OH: Miami University, Alumni Teaching Scholars Program, November 13-15, 1987.
Elbow, P. (1986). Embracing Contraries. New York: NY: Oxford University Press.
Fantuzzo, J. W., Riggio, R. E., Connelly, S., and Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173-177.
Farley, F. (1988). The opening of the American mind: Reflections on the future of educational psychology. Newsletter for Educational psychologists. Division 15 of the American Psychological Association, Vol. 12, No. 1, October, 1988.
Frederick, P. (1981). The dreaded discussion: ten ways to start. Improving college and University Teaching, 29(3), 109-114.
Frederick, P. J. (1986). The lively lecture - 8 variations. College Teaching, 34(2), 43-50.
Fulwiler, T. (1986). The argument for writing across the curriculum. In A. Young &;T. Fulwiler(Eds), Writing across the disciplines: Research into practice (pp. 21-32).Upper Montclair, NJ: Boynton/Cook.
Fulwiler, T., and Young, A. (1982). Language connections. Urbana, IL: National Council of Teachers of English.
Fulwiler, T., and Jones, R. (1982). Assigning and evaluating transactional writing. In T. Fulwiler and A. Young (Eds.), Language connections. Urbana, IL: National Council of Teachers of English, 45-56.
Feyerabend, P. (1975). Against method. London: Humanities Press.
Gablik, S. (1994). "We Spell It Like the Freedom Fighters": A Conversation with the Guerrilla Girls. Art in America, January, 1994, 43-47.
Gardner, H. (1985). The minds new science: A history of the cognitive revolution. New York, NY: Basic Books.
Gardner, H. (1993). Creating Minds. New York: Basic Books.
Green, S. and Ackerman, J. (1995). Expanding the constructivist metaphor: A rehetorical perspective on literacy research and practice. Review of Educational Research, 65(4), 383-420.
Geen, G. (1991). Social motivation. Annual Review of Psychology 42, 377-399.
Gere, A. R. (1987). Writing groups: History, theory and implications. Carbondale: Southern Illinois University Press.
Giroux, H. A. (1990). Rethinking the boundaries of educational discourse: Modernism, Postmodernism, and Feminism. College Literature, 17(2 &;3), 1-50.Learning and Development, 2, 1-6.
Goodman, N. (1983). On minds and other matters. Cambridge, MA: Goldschmid, M. L. (1971).
Habarmas, J. (1987). The philosophical discourse of modernity. Cambridge: MIT press.
Hare-Mustin, R. T., and Marecek, J. (1988). The meaning of difference: Gender theory, postmodernism, and psychology. American Psychologist, 43(6), 455-464.
Hertz-lazarowitz, R., Fuchs, I., and Chamizer, N. (1988). The havruta (an Israeli approach to dyadic cooperative learning). Paper presentation to the Fourth Convention of the International Association for the Study of Cooperation in Education, Kibbutz Shefayim, Israel, July 5-8, 1988.
Howard, G. S. (1990). Culture Tales. American Psychologist, 46(3), 187-197
Johnson, D. W. (1979). Educational Psychology. Englewood Cliffs: NJ: Prentice Hall.
Johnson, D. W., &;Johnson, R. T. (1987). Creative conflict. Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., and Smith, K. A. (1986). Academic conflict among students:Controversy and learning. In R. S. Feldman (Ed.), The social psychology of education. Cambridge: Cambridge University Press, p. 199-231.
Johnson, D. W., Johnson, R. T., &;Smith, K. A. (1991a). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Books.
Johnson, D. W., Johnson, R. T., &;Smith, K. A. (1991b). Cooperative learning: Increasing college faculty instructional productivity (ASHE-ERIC Higher Education Report No. 4). Washington, DC: The George Washington University, School of Education and Human Development.
Jones, R. W. (1987). Integrating the writing process into engineering courses: Confessions of writing-as-learning advocate. Paper presentation to the Seventh Annual Lilly Conference on College Teaching. Oxford, OH: Miami University, Alumni Teaching Scholars Program, November 13-15, 1987.
Larson, C. O., &;Dansereau, D. F. (1986). Cooperative learning in dyads. Journal of Reading, 29(6), 415-20.
Lerner, R. M. (1986). Concepts and Theories of Human Development. New York: NY, Random House.
Levine, J. R. (1990). Using a peer tutor to improve writing in a psychology class: One instructor's experience. Teaching of Psychology, 17(1), 57-58.
McKeachie, W. J. (1990a). Research on college teaching: The historical background. Journal of Educational Psychology, 82(2), 189-200.
McKeachie, W. J. (1990b). Learning, thinking, and Thorndike. Educational Psychologist, 25(2), 127-141.
Michalak, S. J. (1989). Writing more, learning less? College Teaching, 37(2), 43-45.
Miller, P. H. (1983). Theories of Developmental Psychology. San Francisco, CA: W. W. Freeman and Company.
Millis, B. J., Sherman, L. W., and Cottell, P. G. (1993). Stacking the deck to promote critical thinking. Cooperative Learning and College Journal, 3(1), pp. 12-14.
Newmann, F. M., and Wehlage, G. G. (1993). Five standards of authentic instruction. Educational Leadership, 50(7), 8-12.
Newmann, F. M., Marks, H. M., and Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104, 280-312.
Nodine, B. F. (guest editor). (1990). Special issue: Psychologists teach writing. Teaching of Psychology, 17(1), pp. 1-61.
Ormrod, J. E. (1999). Human Learning (3rd edition). Columbus, OH: Merrill.
Oshima, J., Bereiter, C., and Scardamalia, M. (1995). Information-access characteristics for high conceptual progress in a computer-networked learning environment. In (John L. Schnase and Edward L. Cunnius, Editors), Proceedings of CSCL '95: The first international conference on computer support for collaborative learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Perry, R. P. (ed.). (1990). Special section: Instruction in higher education. Journal of Educational Psychology, 80(2), 183- 274.
Perry. W. G. (1970). Forms of intellectual and ethical development in the college years. New York, NY: Holt, Rinehart and Winston.
Phillips, D. C. (1983). After the wake: Postpositivistic educational thought. Educational Researcher, 12(5), 4-12. Ryan, A. (1995). Pragmatism Rides Again. New York Review of Books, XLII(3), 30-34. February 16, 1995.
Schadler, M. (1985). Prawat, R. S., and Floden, R. E. (1994). Philosophical perspectives on constructivist views of learning. Educational Psychology, 29(1), 37-48.
If it's Tuesday, it must be Freud. Contemporary Psychology, 30(12).
Scardamalia, M., Bereiter, C., Brett, C., Burtis, P. J., Calhoun, C., and Smith-Lea, N. (1992). Educational applications of a networked communal database. Interactive Learning Environments, 2(1), 45-71.
Scardamalia, M., and Bereiter, C. (1993). Technologies for knowledge-building discourse. Communications for the ACM, 36(5), 37-41.
Schirmerhorn, S., Goldschmid, M. L., and Shore, B. S. (1975). Learning basic principles of probability in student dyads: A cross-age comparison. Journal of Educational Psychology, 67, 551-557.
Schnase, J. L. and Cunnius, E. L. (1995). Proceedings of CSCL '95: The first international conference on computer support for collaborative learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Searle, J. (1990). The storm over the university. New York Review of Books, December 6, 1990, p. 34-40.
Sherman, L. W. (1976). Formative evaluation, mastery grading, and peer directed small group discussions in an introductory educational psychology class. In J. B. Maas &;D. A. Kleiber (Eds.), Directory of Teaching Innovations in Psychology. Washington, D.C.: American Psychological Association, 445-446.
Sherman, L. W. (1977). Public relations in a large lecture class: Computer-managed personal letters from instructor to student. Newsletter for Division 2 (The Teaching of Psychology), American Psychological Association, Volume 1, Number 2, p. 4, also, ERIC DOCUMENT ED 247-698.
Sherman, L. W. (1986). Cooperative vs. competitive educational psychology classrooms: A comparative study. Teaching and Teacher Education, 2(4), 283-295.
Sherman, L. W. (1988). A pedagogical strategy for teaching human development:Dyadic essay confrontations through cooperative writing and discussion. Paper presentation to the 8th Annual Lilly Conference on College Teaching, Oxford, OH, November, 1988. ERIC DOCUMENT ED 299-873.
Sherman, L. W. (1990). A pedagogical strategy for teaching developmental theories through writing: Dyadic confrontations. A paper presentation to the 5th International Convention on Cooperative Learning, 6-10 July, 1990. Baltimore Maryland. ERIC DOCUMENT 321-721.
Sherman, L. W. (1991). Cooperative learning in post secondary education: Implications from social psychology for active learning experiences. A presentation to the annual meetings of the American Educational Research Association, Chicago, IL, 3-7 April, 1991.
Sherman, L. W. (1995). A postmodern, constructivist and cooperative pedagogy for teaching educational psychology, assisted by computer mediated communications. In (John L. Schnase and Edward L. Cunnius, Editors), Proceedings of CSCL '95: The first international conference on computer support for collaborative learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Sokal, A. And Bricmont, J. (1998). Postmodern intellectuals' abuse of science. New York: Picador.
Telles, B. J. (1988), Partner jigsaw. Paper presentation to the Fourth Convention of the International Association for the Study of Cooperation in Education, Kibbutz Shefayim, Israel,July 5-8, 1988.
Thomas, R. M. (1996). Comparing theories of child development(6th edition). Belmont, CA: Wadsworth.
Simmel, G. (1965). The significance of numbers for social life. In A. P. Hare, E. F. Borgatta, &;R. F. Bales (Eds.), Small Groups: Studies in social interaction. New York: NY: Alfred A. Knopf, 9-15.
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249 276.
Van Oudenhoven, J. P., van Berkum, G., and Swen-Koopmans, T. (1987a). Effect of cooperation and shared feedback on spelling achievement. Journal of Educational Psychology, 79(1), 92-94.
Van Oudenhoven, J. P., Wiersema, B., and van Yperen, N. (1987b). Effects of cooperation and feedback by fellow-pupils on spelling achievement. European Journal of Psychology of Education, II, 1, 83-91.
Waltzlawick, P. (1984). The invented reality: How do we know what we believe we know? New York: Norton.
Wilber, K. (1998). The marriage of sense and soul: Integrating science and religion. New York, NY: Random House.
Wolfe, C. R. (1995). Homespun hypertext: Student constructed hypertext as a tool for teaching critical thinking. Teaching of Psychology, 2(1), 29-32.
WWWBOARD (1995). Matt's Script Archive http://www.worldwidemart.com/scripts/wwwboard.shtml
This Document has been accessed 3 TIMES.