Confluent Education

Anderson, W. Comment . Journal of Humanistic Psychology, 1981,21 (2), 141-142.

Blume, F. The role of personal growth groups at Johnston College . Journal of Humanistic Psychology, 1981, 21 (2), 47-61.

Bradley, M. K. School counselors as institutional change agents. Unpublished doctoral dissertation, Education Department, University of Calfornia, Santa Barbara, 1977.

Brown, G. I. Human teaching for human learning: An introduction to confluent education. New York: Viking Press, 1971.

Brown, G. I. , Yeomans, T. , & Grizzard, L. (Eds.) The live classroom. New York: Viking Press, 1975.

Callen, M. F. The effects on teacher's moraljudgment of a didactic and experiential training program. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1978.

Cantlay, L. O. A study of the relationship between confluent teaching and mathematical self-conception in remedial math students. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1975.

Castillo, G. A. Left-handed teaching: Lessons in affective education. New York: Praeger, 1974.

Combs. A. W. A choice of future. In D. D. Nevill (Ed.) Humanistic psychology: New frontiers. New York: Gardner Press, 1977.

Combs, A. W. Humanistic teacher education. Fort Collins, CO: Shields Publishing, 1974.

Eisner, E. W. On the differences between scientific and artistic approaches to qualitative research . Education Researcher, 1981, 10 (4), 5-9.

Epting, F. , Suchman, D. & Barker, E. N. Some aspects of revealingness and disclosure. In D. D. Nevill (Ed.), Humanistic psychology: New frontiers. New York: Gardner Press, 1977.

Galyean, B. C. The effects of confluent language and curriculum on the oral and written communication skills and various aspects of personal and interpersonal growth of a college French level one class. Unpublished doctoral dissertation, University of California, Santa Barbara, 1976.

Georgi, D. R. Wilderness as a contextfor learning. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1978.

Greening, T. Power, decision making, and coercion in experimental colleges . Journal of Humanistic Psychology, 1981, 21 (2), 97-110.

Grendstadt, N. M. The effect of teachertrainingin mental image perception and use of evocative symbols on teachers' and students' classroom behavior. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1975.

Heath, D. C. Humanizing schools. New York: Hayden Book Co., 1971.

Horn, M. L. Searching for knowledge: A research appraisal. In D. D. Nevill (Ed.) Humanistic psychology: New frontiers. New York: Gardner Press, 1977.

Hurley, J. K. The use of role theory in the conceptualization and application of confluent education to a middle-level. Unpublished M.ED. project, Education Department, University of California, Santa Barbara, 1980.

Katz, D. , & Kahn, R. L. The social psychology of organizations (2nd ed.). New York: John Wiley, 1978.

Kuhn, T. S. The structure ofscientific revolutions (2nd ed.). Chicago: University of Chicago Press, 1970.

LaBorde, G. Z. An exploration into the practicability of using confluent approaches in increasing awareness of introjects. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1976.

McCarthy, D. N. A confluent reading and English fundamentals curriculum: Derivation description and evaluation. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1975.

Marcus, S. S. Cerebral hemispheric specialization in the theory and practice of confluent education. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1977.

Newberg, N. Strategies for implementing an urban school system: The Philadelphia affective education program. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1978.

Phillips, M. Reflections on confluent education. Unpublished manuscript, Education Department, University of California, Santa Barbara, 1981.

Phillips, M., & Elmore, B. Follow-up report on DRICE participants, 1974. Development and Research in Confluent Education (DRICE), June 1974, Monograph 6, DRICE, University of California, Santa Barbara.

Pulido, J. A. A CABA, a confluent cultural awareness model-an alternative for meeting the educational needs of underachieving Chicano youth in Santa Barbara secondary schools. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1981.

Rogers, C. R. Freedom to learn. Columbus OH: Charles E. Merrill, 1969.

Rosini, L. A. Research perspectives in the psychological study of experience. In D. D. Nevill (Ed.), Humanistic psychology: New frontiers. New York: Gardner Press, 1977.

Shapiro, M. T. The effects of a confluent pre-retirement education program on women in midlife. Unpublished doctoral dissertation, Education Department, University of California, 1979.

Shapiro, S. B. Developing models of confluent education by unpacking. In G. I. Brown (Ed.), The live classroom. New York: Viking Press, 1975.

Shapiro, S. B. Development of a life-meanings survey . Psychological Reports, 1976, 39, 468-468.

Shapiro, S. B. Theoreticalfoundationsfor a meanings-oriented education. Unpublished Manuscript, Education Department, University of California, Santa Barbara, 1979.

Shiflett, J. M. , & Brown, G. I. Confluent education: Attitudinal and behavioral consequences of confluent teacher training. University Center, MI: University Center Monograph Series, Saginaw Valley State College, 1972.

Standley, J. An investigation into the effects oftemperature biofeedback on individual assumptions of responsibility for health. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara 1982.

Toffler, A. The third wave. New York: Bantam, 1980.

Weinstein, G. , & Fantini, M. D. Toward humanistic education, a curriculum of affect. New York: Praeger, 1970.

Whitlock, G. A learning paradigm at Johnston College . Journal of Humanistic Psychology, 1981, 21 (2), 111-118.

Yankelovich. D. New rules: Searchingfor self-fulfillment-a world turned upside down. New York: Random House, 1981.

Yoemans, T. R. Toward a confluent theory of English, uwith implicationsfor teacher education. Unpublished doctoral dissertation, Education Department, University of California, Santa Barbara, 1973.