Bibliographies thématiques / Radcliffe College. Class of 1989

Littérature scientifique sur le sujet « Radcliffe College. Class of 1989 »

Auteur : Grafiati
Publié le 25 juillet 2024
Mis à jour le 26 juillet 2024

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres

Choisissez une source :

Sommaire

Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Radcliffe College. Class of 1989 ».

À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.

Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.

Articles de revues sur le sujet "Radcliffe College. Class of 1989"

1

Barratt, Will. « Review of Working-Class Students at Radcliffe College, 1940-1970 : The Intersection of Gender, Social Class, and Historical Context ». Journal of Student Affairs Research and Practice 47, no 1 (janvier 2010) : 135–37. http://dx.doi.org/10.2202/1949-6605.6080.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
2

Stewart, Abigail J., et Joan M. Ostrove. « Social Class, Social Change, and Gender ». Psychology of Women Quarterly 17, no 4 (décembre 1993) : 475–97. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00657.x.

Texte intégral
Résumé :
This article explores the implications of social class background in the lives of women who attended Radcliffe College in the late 1940s and in the early 1960s. Viewing social classes as “cultures” with implications for how individuals understand their worlds, we examined social class background and cohort differences in women's experiences at Radcliffe, their adult life patterns, their constructions of women's roles, and the influence of the women's movement in their lives. Results indicated that women from working-class backgrounds in both cohorts felt alienated at Radcliffe. Cohort differences, across social class, reflected broad social changes in women's roles in terms of the rates of divorce, childbearing, level of education, and career activity. There were few social class-specific social changes, but there were a number of social class differences among the women in the Class of 1964. These differences suggested that women from working-class backgrounds viewed women's marital role with some suspicion, whereas women from middle- and upper-class backgrounds had a more positive view. Perhaps for this reason, working-class women reported that the women's movement confirmed and supported their skeptical view of middle-class gender norms.
Styles APA, Harvard, Vancouver, ISO, etc.
3

Carrie A. Kortegast et Florence A. Hamrick. « Working-Class Students at Radcliffe College, 1940–1970 : The Intersection of Gender, Social Class, and Historical Contexts (review) ». Review of Higher Education 33, no 3 (2010) : 422–23. http://dx.doi.org/10.1353/rhe.0.0136.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
4

Klobusicky-Mailänder, Elizabeth. « Telecommunications Simulation : Europe 1992 ». ReCALL 2, no 2 (mai 1990) : 12–15. http://dx.doi.org/10.1017/s0958344000002366.

Texte intégral
Résumé :
When Professor Jonathan Wilkenfeld presented ICONS to a group of staff and students from Karlsruhe College in Spring 1989 and subsequently let us in as “observers” of the ongoing simulation, we hardly suspected what a radically new kind of learning experience awaited us in an ordinary language class when we participated “for real” in Autumn 1989.
Styles APA, Harvard, Vancouver, ISO, etc.
5

Redmond, Jennifer. « Working class students at Radcliffe College, 1940–1970 : the intersection of gender, social class, and historical context, by Jennifer O’Connor Duffy ». Gender and Education 22, no 6 (novembre 2010) : 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.

Texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
6

Watson, James O. « America's Pastime ». Mathematics Teacher 86, no 6 (septembre 1993) : 450–51. http://dx.doi.org/10.5951/mt.86.6.0450.

Texte intégral
Résumé :
Sports statistics, especially those from baseball, furnish interesting and motivating problems for algebra students. The following problem was chosen from Fundamentals of College Algebra (Swokowski 1989) and presented to a class of algebra students to give an example of an application of linear equations.
Styles APA, Harvard, Vancouver, ISO, etc.
7

Morrow, Jean, Connie Schrock et Debbie Buchman. « “Real People” : A Fifth-Grade Class Investigates the Lives of Mathematicians ». Mathematics Teaching in the Middle School 1, no 4 (janvier 1995) : 274–78. http://dx.doi.org/10.5951/mtms.1.4.0274.

Texte intégral
Résumé :
By the end of the twentieth century, only 15 percent of the people entering the work force in the United States will be white males. Today, white and Asian males make up 95 percent of the recipients of college degrees in mathematics, science, and engineering (National Research Council 1989). Consequently, we must prepare females and minorities to fill this coming void. One way to encourage young women and minority students is to offer them role models who have been successful in mathematics. As the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 5) states, “Students should have numerous and varied experiences related to the cultural, historical, and scientific evolution of mathematics so that they can appreciate the role of mathematics in the development of our contemporary society.…”
Styles APA, Harvard, Vancouver, ISO, etc.
8

Stein, Gertrude, et Amy Feinstein. « The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation ». PMLA/Publications of the Modern Language Association of America 116, no 2 (mars 2001) : 416–28. http://dx.doi.org/10.1632/pmla.2001.116.2.416.

Texte intégral
Résumé :
Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.
Styles APA, Harvard, Vancouver, ISO, etc.
9

Stein, Gertrude, et Amy Feinstein. « The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation ». Publications of the Modern Language Association of America 116, no 2 (mars 2001) : 416–28. http://dx.doi.org/10.1632/s0030812900105309.

Texte intégral
Résumé :
Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.
Styles APA, Harvard, Vancouver, ISO, etc.
10

Somers, Kay, John Dilendik et Bettie Smolansky. « Class Activities with Student-Generated Data ». Mathematics Teacher 89, no 2 (février 1996) : 105–7. http://dx.doi.org/10.5951/mt.89.2.0105.

Texte intégral
Résumé :
College-level instructors in mathematics, the sciences, and the social sciences—or in any discipline involving the analysis of quantitative information—are well aware of the devastating effects of “symbol shock” and “mathematics anxiety” on otherwise successful undergraduates. The simplest algorithms seem hopelessly baffling to some students, and the presentation of formulas is met with emotions that range from resistance to outright panic. One effective way of helping students overcome this anxiety is to involve them in concrete exercises in which they collect and organize data and draw inferences from the data. These exercises address the Curriculum and Evaluation Standards for School Mathematics of the National Council of Teachers of Mathematics (1989), which calls for students to be able to collect, organize, and describe data and to be able to draw inferences from real-world data. The exercises also involve an active learning approach as advocated in the Standards document.
Styles APA, Harvard, Vancouver, ISO, etc.
Plus de sources

Livres sur le sujet "Radcliffe College. Class of 1989"

1

Harvard College (1780- ). Class of 1989. Tenth anniversary report. Cambridge, [Mass.] : Class Report Office, Harvard University, 1999.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
2

Harvard College (1780- ). Class of 1989. Twentieth anniversary report. Cambridge, [Mass.] : Class Report Office, Harvard University, 2009.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
3

Harvard College (1780- ). Class of 1989. Twenty-fifth anniversary report. Cambridge, [Mass.] : printed for the Class, 2014.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
4

Harvard College (1780- ). Class of 1987. Twenty-fifth anniversary report. Cambridge, [Mass.] : printed for the Class, 2012.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
5

Harvard College (1780- ). Class of 1988. Fifteenth anniversary report. Cambridge, [Mass.] : Class Report Office, Harvard University, 2003.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
6

Harvard College (1780- ). Class of 1969. Twenty-fifth anniversary report. Cambridge, Mass : Office of the University Publisher, 1994.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
7

Harvard College (1780- ). Class of 1987. Fifth anniversary report. Cambridge, [Mass.] : Class Report Office, Harvard University, 1992.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
8

Harvard College (1780- ). Class of 1985. Fifteenth anniversary report. Cambridge, [Mass.] : Class Report Office, Harvard University, 2000.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
9

Harvard College (1780- ). Class of 1999. Fifth anniversary report. Cambridge, [Mass.] : Class Report Office, Harvard University, 2004.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
10

Harvard College (1780- ). Class of 1969. 45th anniversary report. Cambridge, [Mass.] : printed for the Class, 2014.

Trouver le texte intégral
Styles APA, Harvard, Vancouver, ISO, etc.
Plus de sources

Chapitres de livres sur le sujet "Radcliffe College. Class of 1989"

1

Miller, Janell A., et Carl A. Young. « Cooperative Learning in Virtual High School English Language Arts ». Dans Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies, 106–31. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5709-2.ch006.

Texte intégral
Résumé :
Cooperative learning (CL) has the potential to increase students' college and career readiness with benefits including higher student achievement, higher critical thinking, and greater psychological health (Johnson & Johnson, 1983, 1989; Kramarski & Mevarech, 2003; Natasi & Clements, 1991; Webb & Mastergeorge, 2003). This study explores student attitudes toward cooperative learning in two virtual high school English language arts (ELA) courses which occurred as a direct result of the COVID-19 pandemic. Employing action research methodology, the authors gained valuable insights about structuring cooperative learning in an online learning environment effectively. The study took place during the first eight weeks of two tenth grade ELA courses, one standard and one honors. Findings suggest many factors influence the implementation of effective cooperative learning within the virtual ELA classroom, including student attitudes and relationships, instructional time, class size, interdependence and group accountability, task completion, and modeling and practice.
Styles APA, Harvard, Vancouver, ISO, etc.
2

Forbes, William, et Sylvia-Linda Kaktins. « Rural Development ». Dans Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0034.

Texte intégral
Résumé :
Rural development could be defined simply as economic development in rural areas. However, practitioners and researchers find rural development involves more than mere economic strategies. Many rural communities struggle with changes from resource extractive to service-based economies, along with cultural impacts of globalization (Harrington 1995; Ewert 1997). Rural development in response is becoming integrative like geography, considering class structure, community values, natural resources, social capital, sustainability, and regional and global forces (World Commission on Environment and Development 1987; Straussfogel 1997; Heartland Center for Leadership Development 1998). Rural development has represented an explicit research perspective within geography since 1982. Geographers, through their ability to integrate human and physical aspects of place, can help communities assess complex change and devise strategies to meet their goals (Stoddart 1986; Turner 1989; Abler et al. 1992). Integrated descriptions of human and physical aspects of place can benefit relationships with undergraduate students (Marshall 1991), other geographers (Bowler et al. 1992), rural development researchers in other fields, and rural development practitioners (Kenzer 1989). Geographers may be especially useful in the interdisciplinary world of sustainable development (Wilbanks 1994). The Rural Development Specialty Group began in 1982 as the result of an International Geographic Union (IGU) working group meeting in Fresno, California. The group was formed “to promote sharing of ideas and information among geographers interested in the many facets of rural development.” Richard Lonsdale (University of Nebraska) and Donald Q. Innis (State University of New York at Geneseo) were co-founders. Subsequent leaders included Vincent Miller (Indiana University of Pennsylvania), John Dietz (University of Northern Colorado), Al Larson (University of Illinois at Chicago), Paul Frederic (University of Maine at Farmington), Henry Moon (University of Toledo), Brad Baltensperger (Michigan Technological University), Karen Nichols (State University of New York at Geneseo), William Forbes (University of North Texas), and Peter Nelson (Middlebury College). The group may soon merge with the Contemporary Agriculture and Rural Land Use Specialty Group, forming a larger Rural Geography Specialty Group that will continue to provide a forum for rural development research in geography.
Styles APA, Harvard, Vancouver, ISO, etc.
Vous pouvez également être intéressé par les bibliographies sur le sujet « Radcliffe College. Class of 1989 » pour d’autres types de sources :
Articles de revues Livres
Nous offrons des réductions sur tous les plans premium pour les auteurs dont les œuvres sont incluses dans des sélections littéraires thématiques. Contactez-nous pour obtenir un code promo unique!

Vers la bibliographie