Relevant bibliographies by topics / Radcliffe College. Class of 1989

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Academic literature on the topic 'Radcliffe College. Class of 1989'

Author: Grafiati
Published: 25 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Radcliffe College. Class of 1989"

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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 (2010): 135–37. http://dx.doi.org/10.2202/1949-6605.6080.

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

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

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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.
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Carrie A. Kortegast and 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.

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5

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

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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.
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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 (2010): 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.

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7

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

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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 shou
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Stein, Gertrude, and 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 (2001): 416–28. http://dx.doi.org/10.1632/pmla.2001.116.2.416.

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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
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Stein, Gertrude, and 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 (2001): 416–28. http://dx.doi.org/10.1632/s0030812900105309.

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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
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10

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

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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 infer
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Books on the topic "Radcliffe College. Class of 1989"

1

Harvard College (1780- ). Class of 1989. Harvard and Radcliffe Class of 1989 fifth anniversary report. Class Report Office, Harvard University, 1994.

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2

Harvard College (1780- ). Class of 1989. Twentieth anniversary report. Class Report Office, Harvard University, 2009.

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3

Harvard College (1780- ). Class of 1989. Tenth anniversary report. Class Report Office, Harvard University, 1999.

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Harvard College (1780- ). Class of 1989. Fifteenth anniversary report. Class Report Office, Harvard University, 2004.

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5

Harvard College (1780- ). Class of 1989. Twenty-fifth anniversary report. printed for the Class, 2014.

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Harvard College (1780- ). Class of 1987. Twenty-fifth anniversary report. printed for the Class, 2012.

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Harvard College (1780- ). Class of 1969. Thirtieth anniversary report. Class Report Office, Harvard University, 1999.

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Harvard College (1780- ). Class of 1998. Fifth anniversary report. Class Report Office, Harvard University, 2003.

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Harvard College (1780- ). Class of 1986. Tenth anniversary report. Class Report Office, Harvard University, 1996.

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Harvard College (1780- ). Class of 1987. Fifteenth anniversary report. Class Report Office, Harvard University, 2002.

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Book chapters on the topic "Radcliffe College. Class of 1989"

1

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

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

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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 D
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