Selected Bibliography Relevant to the Perry Scheme

(excerpted from Moore, 2001--see below)

Airasian, P. W. & Walsh, M. E. (1997). Constructivist cautions. Phi Delta Kappan, February, 444-449.

Banks, J. (1994). Multiethnic education: theory and practice (3^rd edition). Boston: Allyn and Bacon.

Barr, R. & Tagg, J. (1995). From teaching to learning--a new paradigm for undergraduate education. Change, November/December, 1995, 13-25.

Baxter Magolda, M., & Porterfield, W. (1985). A new approach to assess intellectual development on the Perry scheme. Journal of College Student Personnel, 26 (4), 343-351.

Baxter Magolda, M. B. (1992). Knowing and reasoning in college: gender-related patterns in students' intellectual development. San Francisco: Jossey-Bass.

Baxter Magolda, M.B. (1999). Creating contexts for learning and self-authorship: Constructive-developmental pedagogy. Nashville, TN: Vanderbilt University Press.

Baxter Magolda, M.B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus Publishing, LLC.

Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: the development of self, voice and mind. New York: Basic Books.

Benack, S. (1982). The coding of dimensions of epistemological thought in young men and women. Moral Education Forum, 7 (2), 3-23.

Bereiter, C. (1994). Implications of postmodernism for science, or science as progressive discourse. Educational Psychologist, 29, 3-12.

Biggs, J. (1987). Student approaches to learning and studying. Hawthorne, Victoria (Australia): Australian Council for Educational Research.

Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: the case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, January-February, 1989, 32-42.

Bruffee, K. (1993). Collaborative learning: higher education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins University Press.

Burbules, N. C., & Rice, S. (1991). Dialogue across differences: continuing the conversation. Harvard Educational Review, 61(4), November, 393-416.

Collins, P. H. (1990). Black feminist thought: knowledge, consciousness, and the politics of empowerment. Boston: Unwin Hyman.

Commons, M., Richards, F., & Armon, C. (1984). Beyond formal operations: late adolescent and adult cognitive development. New York: Praeger Press.

Commons, M.L., Sinnott, J.D., Richards, F.A., & Armon, C. (1989, 1990). Adult development, Vol. 1 & 2. New York: Praeger.

Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23 (7), 5-12.

Entwistle, N., & Ramsden, P. (1983). Understanding Student Learning. New York: Nichols Publishing Company.

Fosnot, C. (1989). Enquiring teachers, enquiring learners: a constructivist approach to teaching. New York: Teachers College Press.

Gibbs, J.C., & Widaman, K. F. (1982). Social Intelligence: Measuring the Development of Sociomoral Reflection. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Gilligan, C. (1982). In a different voice: psychological theory and women's development. Cambridge, MA: Harvard University Press.

Harding, S. (1991). Whose science? Whose knowledge? Ithaca, New York: Cornell University Press.

Hays, Janice N. (1987). "Models of intellectual development and writing: a response to Myra Kogen et al." Journal of Basic Writing, v. 6, # 1, p. 11-27.

Hays, J.N., Durham, R.L., Brandt, K.S., & Raitz, A.E. (1990). "A sense of audience in the argumentative writing of students at three levels of adult socio-cognitive development." In A Sense of Audience in Written Communication, D. Roen & G. Kirsh (Eds.), Sage Press.

Hofer, B. & Pintrich, P. (Eds.). (2001). Personal epistemology: the psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates.

Hofer, B. K. & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67 (1), p. 88-140.

Kegan, R. (1983). The evolving self. Cambridge, MA: Harvard University Press.

Kegan, R. (1994). In over our heads: the mental demands of modern life. Cambridge, MA: Harvard University Press.

King, P. & Kitchener, K. S. (1993). The development of reflective thinking in the college years: the mixed results. In C. G. Schneider (Ed.), Strengthening the college major (pp. 25-42). New Directions for Higher Education, #84, Winter. San Francisco: Jossey-Bass.

King, P. M. & Kitchener, K. S. (1994). Developing reflective judgment: understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.

King, P. M. and Kitchener, K. S. (2001). The reflective judgment model: Twenty years of research on epistemic cognition. In B. Hofer and P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates.

Knefelkamp, L. L. (1974). Developmental instruction: Fostering intellectual and personal growth of college students. Doctoral dissertation, University of Minnesota, Minneapolis. (Dissertation Abstracts 36,3: 1271A. 1975.)

Knefelkamp, L. L. (1998). Introduction. In William G. Perry, Jr. Forms of ethical and intellectual development in the college years: a scheme. (p. xi-xxxviii). San Francisco: Jossey-Bass.

Knefelkamp, L.L. & Slepitza, R.L. (1978). A cognitive-developmental model of career development: an adaptation of the Perry scheme. In C.A. Parker (Ed.), Encouraging development in college students (pp.135-150). Minneapolis: University of Minnesota Press.

Knefelkamp, L.L., Widick, C., & Parker, C.A. (Eds.). (1978). Applying New Developmental Findings. New Directions for Student Services, No.4. San Francisco: Jossey-Bass.

Kohlberg, L. (1981). The philosophy of moral development. San Francisco: Harper and Row.

Kohlberg, L., & Armon, C. (1984). Three types of stage models used in the study of adult development. In M. Commons, F. Richards, & C. Armon, Beyond formal operations (pp. 383-394). New York: Praeger Press.

Kurfiss, J. (1988). Critical Thinking: Theory, Research, Practice, and Possibilities. ASHE-ERIC Higher Education Report No. 2. Washington, D.C.: Association for the Study of Higher Education.

Lave, J. (1988). Cognition in practice: mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.

Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.

MacGregor, J. (Ed.) (1994). Student Self-Evaluations: Fostering Reflective Learning, New Directions for Teaching and Learning. San Francisco: Jossey-Bass.

Marton, F. (1981). Phenomenography: Describing conceptions of the world around us. Instructional Science, 10, 177-200.

Marton, F., & Saljo, R. (1976). On qualitative differences in learning. I: Outcome and process. British Journal of Educational Psychology, 46, 4-11.

Marton, F., Dall-Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 277-300.

Marton, F., Hounsell, D., & Entwistle, N. J. (Eds.). (1984). The experience of learning. Edinburgh: Scottish Academic Press.

Mentkowski, M., Moeser, M., & Strait, M. (1983). Using the Perry scheme of intellectual and ethical development as a college outcomes measure: a process and criteria for judging student performance, Vols. I and II. Milwaukee, WI: Alverno College Productions.

Mentkowski, M. & Strait, M. (1983). A longitudinal study of student change in cognitive development, learning styles, and generic abilities in an outcome-centered liberal arts curriculum. Milwaukee, WI: Alverno College Productions.

Mezirow, J. & Associates (1990). Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco: Jossey-Bass.

Mines, R. A., & Kitchener, K. S. (Eds.). (1986). Adult cognitive development: methods and models. New York: Praeger Press.

Minnich, E. K. (1990). Transforming knowledge. Philadelphia: Temple University Press.

Moore, W.S. (1988). The Measure of Intellectual Development: An instrument manual. Olympia, WA: Center for the Study of Intellectual Development.

Moore, W.S. (1989). The Learning Environment Preferences: exploring the construct validity of an objective measure of the Perry scheme of intellectual development. Journal of College Student Development, v. 30, November, 1989, p. 504-514.

Moore, W.S. (1991). The Perry scheme of intellectual and ethical development: an introduction to the model and two major assessment approaches. Paper prepared for the annual meeting of the American Educational Research Association, Chicago, IL.

Moore, W. S. (1994). "Student and Faculty Epistemology in the College Classroom: The Perry Scheme of Intellectual and Ethical Development." In K. Pritchard & R. M. Sawyer (Eds.), Handbook of College Teaching (pp. 45-67). Westport, CT: Greenwood Press.

Moore, W.S. (2001). "Understanding Learning in a Postmodern World: Reconsidering the Perry Scheme of Intellectual and Ethical Development." In B. Hofer & P. Pintrich (eds.), Personal epistemology: the psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates.

Musil, C. M. (Ed.) (1992). Students at the center: Feminist assessment. Washington, D.C.: Association of American Colleges.

National Research Council ( Bransford, J. D., Brown, A. L., & Cocking, R. R., (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Nelson, C. (1989). "Skewered On The Unicorn's Horn: The Illusion Of A Tragic Tradeoff Between Content And Critical Thinking In The Teaching of Science." In L. Crowe, Ed. Enhancing Critical Thinking in The Sciences . Washington, D.C.: Society of College Science Teachers.

Nelson, C. (1994). Collaborative Learning and Critical Thinking. In: K. Bosworth and S. Hamilton, Eds.: Collaborative Learning and College Teaching. San Francisco, CA: Jossey-Bass.

Niemi, D. (1997). Cognitive science, expert-novice Research, and performance assessment. Theory into Practice, 36 (4), Autumn, 239-246.

O'Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29 (8), 791-820.

Perry, W.G. , Jr.(1981). Cognitive and ethical growth: the making of meaning. In A. Chickering & Associates (Eds.), The Modern American College (pp. 76-116). San Francisco: Jossey-Bass.

Perry, W. G. Jr. (1998). Forms of intellectual and ethical development in the college years: a scheme. San Francisco: Jossey-Bass. (Originally published in 1970. New York: Holt, Rinehart & Winston.)

Piaget, J. (1977). The development of thought: Equilibrium of cognitive structures. New York: Viking Press.

Ramsden, P. (1988) Improving learning: New perspectives. London: Kogan Page.

Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge.

Resnick, L. B. (1987). Education and learning to think. Washington, D.C.: National Academy Press.

Rest, J. (1979). Development in judging moral issues. Minneapolis: University of Minnesota Press.

Rorty, R. (1991). Objectivity, relativism and truth. Cambridge: Cambridge University Press.

Sanford, N. (1969). Why Colleges Fail. San Francisco: Jossey-Bass.

Sigel, I.E., & Cocking, R.R. (1977). Cognitive development from childhood to adolescence: A constructivist perspective. New York: Holt, Rinehart and Winston.

Slepitza, R. (1984). Commitment within the Perry Scheme: A question of structural change. Doctoral dissertation, University of Maryland. 1983. (Dissertation Abstracts, 45,2:448A.)

Steffe, L. P., & Gale, J. (Eds.). (1995). Constructivism in education. Hillsdale, New Jersey: Erlbaum Press.

Thompson, K. (1990). Learning at Evergreen: a study of cognitive development using the Perry model. Olympia, WA: The Evergreen State College Assessment Study Group, Report Number 1.

Torosyan, R. (1999). Applying learning to life: a theoretical framework in context. Et cetera , 56 (1), Spring, 3-24.

van Rossum, E. J., Diejkers, R. A. & Hamer, R. (1985). Students' learning conceptions and their interpretation of significant educational concepts. Higher Education, 14, 617-641.

Wiggins, G. P. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco, CA: Jossey-Bass.

Wiggins, G. (1998). Educative assessment. San Francisco: Jossey-Bass.

Williams, J. M. (1989). Afterword: two ways of thinking about growth. In E. P. Maimon & B. F. Nodine (Eds.), Thinking, reasoning and writing (pp. 245-255). New York: Longman.

Wilson, B. G. (1998). Constructivist learning environments: case studies in instructional design. Englewood Cliffs, New Jersey: Educational Technology Publications.

Wineburg, S. (1991). Historical problem solving: a study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83 (1), 73-83.

Wineburg, S. (1997). Beyond breadth and depth: subject matter knowledge and assessment. Theory into Practice, 36 (4), 255-261.