Learning and gender: Complexity and possibility

Higher Education

Volumn 35, Issue 3, 1998, Pages 351-355

  Baxter Magolda, Marcia B ^a  

^a MIAMI UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21944434682     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1003166418248     Document Type: Article

References (12)

1. Baxter Magolda, M. B. (1992). Knowing and Reasoning in College: Gender-related Patterns in Students ' Intellectual Development. San Francisco, CA: Jossey-Bass.
2. Belenky, M., Clinchy, B., Goldberger, N. and Tarule, J. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books.
3. Coles, R. (1989). The Call of Stories: Teaching and the Moral Imagination. Boston, MA: Houghton Mifflin.
4. Ekeblad, E. (1997). 'On the surface of phenomenography: A response to Graham Webb', Higher Education 33, 219-224.
5. Entwistle, N. (1997). 'Reconstituting approaches to learning: A response to Webb', Higher Education 33, 213-218.
6. Glaser, B. and Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago, IL: Aldine.
7. King, P. (1990). 'Assessing development from a cognitive-developmental perspective', in Creamer D. (ed.), College Student Development: Theory and Practice for the 1990s. Alexandria, VA: American College Personnel Association, pp. 81-98.
8. Perry, W. G. (1970). Forms of Intellectual and Ethical Development in the College Years: A Scheme. Troy, MO: Holt, Rinehart, & Winston.
9. Piaget, J. (1928). Judgment and Reasoning in the Child. New York: Harcourt, Brace and Company.
10. Severiens, S. and Ten Dam, G. (in press). 'Gender and learning: Comparing two theories', Higher Education 35, 329-350 (this issue).
11. Vermunt, J.D. (1996). 'Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis', Higher Education 31, 25-50.
12. Webb, G. (1997). 'Deconstructing deep and surface: Towards a critique of phenomenography', Higher Education 33, 195-212.