Abbott, E. (1931). Social welfare and professional education. Chicago, IL: The University of Chicago Press.

Aigner, S. M. (1984).  The curriculum policy: Implications of an emergent consensus.  Journal of Education for Social Work, 20(1), 5-14.

Anderson, J. (1992). Between individual and community: Small group practice in a generalist perspective. Unpublished paper presented at the Annual Program Meeting of the Counsel on Social Work Education.

Apple, M. (1979). Ideology and curriculum. Boston, MA: Routledge and Kegan Paul.

Apple, M. (1982). Education and power. Boston, MA: Routledge and Kegan Paul.

Association for Experiential Education (AEE) (1994a).  AEE definition of experiential education.  Boulder CO: AEE.

Association for Experiential Education (AEE) (1994b).  AEE principles of experiential education.  Boulder CO: AEE.

Austin, D. M. (1986). A history of social work education. Social Work Education Monograph Series, 1. Austin, TX: University of Texas.

Bailey, R. and Brake, M. (1975). Radical social work.  New York: Pantheon Books.

Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A., and Tipton, S. M. (1991).  The good society.  New York: Vintage Books.

Beck, J. E. (1988).  Testing a personal construct theory model of the experiential learning process.  Small Group Behavior, 19(3), 342-362.

Berengarten, S. (1986). The nature and objectives of accreditation and social welfare education. Social Work Education Monograph Series, 2. Austin, TX: University of Texas.

Berger, P. L. and Luckmann, T. (1966).  The social construction of reality:  A treatise in the sociology of knowledge. New York:  Doubleday.

Birnbaum, M. L. (1984).  The integration of didactic and experiential learning in the teaching of group work.  Journal of Education for Social Work, 20(1), 50-58.

Boehm, W. W. (1976).  Social work education: Issues and problems in light of recent developments.  Journal of Education for Social Work, 12(1), 20-27.

Buchner, A., Faul, F., & Erdfelder, E. (1996). G¥Power: A priori, post-hoc, and compromise power analyses for the Macintosh (Version 2.1.1) [Computer program]. Trier, Germany: University of Trier.

Boud, D. (1985).  Problem-based learning in education for the professions. Sydney: Herdsa.

Boud, D, Keogh R., and Walker, D. (1985).  Reflection: Turning experience into learning.  New York: Kogen Page.

Bricker-Jenkins, M. (1994).  Teaching empowerment practice: A model curriculum.  In L. Guti*rrez and P. Nurius (Eds.) Education and Research for Empowerment Practice (97-114).  Seattle, WA: Center for Policy and Practice Research, School of Social Work, University of Washington. 

Brigham, T. M. (1977). Liberation in social work education: Applications from Paulo Freire.  Journal of Education for Social Work, 13(3), 5-11.

Brooks, E. E. (1985).  The commonalties between social work and adult education.  International Social Work, 28(1), 41-47.

Brown, E. G. (1978). Minority content in the first-year practice course.  In D. G. Norton (Ed), The Dual Perspective: Inclusion of Ethnic Minority Content in the Social Work Curriculum (pp. 23-30). New York: Council on Social Work Education.

 Brown, L. N., Katz, D. & Walden, T. (1976).  Student-centered teaching: The analog to  client-centered practice.  Journal of Education for Social Work, 12(3), 11-17. 

Burstow, B. (1991). Freirian codifications and social work education. Journal of Social Work Education, 27(2), 196-207.

Cannon, M. A. & Klein, P. (Eds.). (1933). Social case work: An outline for teaching. New York: Columbia University Press.

Casper, M. (1970). The use of the class as a group to teach group process (pp. 43-58). In M. Pohek (Ed.). Teaching and Learning in Social Work Education. (pp. 13-27). New York: Council on Social Work Education.

Chapman, S., McPhee, P.  and Proudman, B. (1995).  What is experiential education?  In K. Warren, M. Sakofs, and J. S. Hunt Jr. (Eds.) The Theory of Experiential Education (3rd ed.)(pp. 235-247).  Dubuque, IA: Kendall/Hunt.

Check, J. F. (1984).  Teaching learning preferences of the adult learner.  Education, 105(1), 107-112.

Checkoway, B. N., Israel, B. A., Schulz, A. J., & Zimmerman, M. C. (1993). Empowerment as a multi-level construct: Perceived control at the individual, organizational and community levels. Paper presented at the meeting of the Education & Research for Empowerment Practice: A Working Conference, University of Washington, WA.

Chickering, A. (1976). Developmental change as a major outcome. In Keeton, M. Experiential Learning (pp. 62-107). San Francisco, CA: Jossey Bass.

Christian, A. C. (1982). A comparative study of the andragogical-pedagogical orientation of military and civilian personnel. Dissertation Abstracts International, 44(03), 643A.

 Christensen, C. P. (1992).  Training for cross-cultural social work with immigrants, refugees, and minorities: A course model.  Journal of Multicultural Social Work, 2(1), 79-97. 

Chunn, J. (1974). Integrating minority content into the social work curriculum: A model based on Black perspective and principles.  In Black Perspctives on Social Work Education: Issues Related to Curriculum, Faculty, and Students (pp. 13-25). New York: Council on Social Work Education. 

Clancy, C. A. (1985).  The use of the andragogical approach in the educational function of supervision in social work.  The Clinical Supervisor, 3(1), 75-86.

Cochran, M., Barr, D. & Dean, C. (1992). Facilitation of the empowerment process: Identifying competencies and developing skills. Unpublished manuscript.

Conti, G. J. (1978). Principles of adult learning scale: An instrument for measuring teacher behavior related to the collaborative teaching-learning mode. Dissertation Abstracts International, 39(12), 7111A.

Cohen, S., & Sovet, C.A. (1989).  Human service education, experiential learning and student development.  College Student Journal, 23(2), 117-122.

Coleman, N. (1981). Toward achieving equity for women in social work education: A conceptual frame of reference and guidelines for organizing equity efforts. New York: Council on Social Work Education.

Coulshed, V. (1993).  Adult Learning: Implications for teaching in social work education.  British Journal of Social Work, 23(1), 1-13.

Council on Social Work Education (1974). Black perspectives on social work education: Issues related to curriculum, faculty, and students. New York: Author.

Council on Social Work Education (1984). Handbook of Accreditation Standards and Procedures. New York: Author.

Council on Social Work Education (1994). Handbook of Accreditation Standards and Procedures. Alexandria, VA: Author.

Creswell, J. C. (1994).  Research design: Qualitative & quantitative approaches.  Thousand Oaks: Sage.

Crowe, M. R. & Adams, K. A. (1979).  The current status of assessing experiential education programs.  Columbus, OH: The National Center for Research in Vocational Education, The Ohio State University.

Davenport, J. & Davenport, J. A. (1986).  Andragogical-pedagogical orientation and its relationship to selected variables among university students.  College Student Journal, 20(2), 130-138.

Davenport, J., & Davenport, J. A. (1986).  Andragogy: Another bandwagon or legitimate tool in the continuing education armamentarium?  Journal of Continuing Social Work Education, 3(4), 33-39.

Davenport, J. A. & Davenport J. (1988).  Individualizing student supervision: The use of andragogical-pedagogical orientation questionnaires.  Journal of Teaching in Social Work, 2(2), 83-97.

Darkenwald, G. G. (1982).  Factorial structure of differences in teaching behavior related to adult/pre-adult student age status.  Adult Education, 32(4), 197-204.

Dea, K. (Ed.). (1972). New ways of teaching social work practice. New York: Council on Social Work Education.

Dean, R. G. & Fenby, B. L. (1989). Exploring epistemologies: Social work action as a reflection of philosophical assumptions. Journal of Social Work Education, 25 (1), 46-54.

Delahaye, B. L, Limerick, D. C. & Hearn G. (1994).  The relationship between andragogical and pedagogical orientations and the implications for adult learning.  Adult Education Quarterly, 44(4), 187-200.

Devine, E. T. (1939). When social work was young. New York: The Macmillan Company.

Dewey, J. (1916). Democracy and education. New York: The Macmillan Company.

Dewey, J. (1938).  Experience and education.  New York: The Macmillan Company.

Dickerson, D. L. (1981). The educational orientations of occupational-technical educators.  Dissertation Abstracts International, 42(05), 1925A.

Dinges, R. F. (1981). The degree of utilization of the collaborative teaching-learning mode by adult basic education teachers in Illinois. Dissertation Abstracts International, 42(05), 1871A.

Downie, R. S, Loudfoot, E. M. & Telfer, E. (1974).  Education and personal relationships. London: Methuen.

Dunst, C. J. , LaPointe, N. & Trivette, C. M. (1992). Toward clarification of the meaning and key elements of empowerment. Family Service Review, 5(1&2), 111-130.

Euster, G. L. (1979).  Trends in education for social work practice with groups.  Journal of Education for Social Work, 15(2), 94-99.

Evans, L. S. (1986). The analysis of the educational (andragogical-pedagogical) orientations of southern Baptist ministers of education (religious education, vocations). Dissertation Abstracts International, 47(07), 2417A.

Fischer, G. H. & Molenaar, I. W. (Eds.) (1995).  Rasch models: Foundations, recent developments, and applications.  New York: Springer-Verlag

Fisher, D. V. (1991). An introduction to constructivism for social workers. New York: Praeger.

Foeckler, M. M. & Boynton, G. (1976).  Creative adult learning-teaching: Who's the engineer of this train?  Journal of Education for Social Work, 12(3), 37-43.

Francis, E. A. (Ed). (1973). Black task force report: Suggested guides for the integration of black content into social work curiculum. New York: Council on Social Work Education.

Frans, D. & Moran, J. G. (1993).  Social work education's impact on students' humanistic values and personal empowerment.  Arete, 18(1), 1-11.

Frans, D. (1993). A scale for measuring social worker empowerment.  Research on Social Work Practice, 3(3), 312-328.

Freire (1973).  Education for critical consciousness.  New York: The Seabury Press.

Freire, P. (1993). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum. (Original work published 1970).

Furlong, M. (1987). A rationale for the use of empowerment as a goal in casework.  Australian Social Work, 40(3), 25-30.

Gary, L. E. (1974). The Afro-American experience and the social work curriculum: Some specific suggestions. Occasional Paper Institute for Urban Affairs and Research, 1 (4). Howard Univeristy

Germain, C. B. & Gitterman, A. (1980). The life model of social work practice. New York:  Columbia University Press.

Gilmour, R. & Duck, S. (1986). The emerging field of personal relationships. Hillsdale, NJ: Lawrence Erlbaum Associates.

Giroux, H. (1981). Ideology, culture and the process of schooling. Philadelphia, PA: Temple University Press.

Giroux, H. (1983). Theory and Resistance in Education. South Haddley, MA: Bergin and Garvey.

Gitterman, A. (1995). Reflections about teaching and learning. Reflections: Narratives of Professional Helping, 1(2),  9-18.

Green, G. (1991). How many subjects does it take to do a regression analysis? Multivariate Behavioral Research, 26(3), 499-510.

Grote, N. P. (1994).  Educating the social worker: An empowerment perspective.  In L. Guti*rrez and P. Nurius (Eds.) Education and Research for Empowerment Practice (pp. 73-82).  Seattle, WA: Center for Policy and Practice Research, School of Social Work, University of Washington. 

Grubbs, J. C. (1981). A study of faculty members and students in selected midwestern schools of theology to determine whether their educational orientation is andragogical or pedagogical. Dissertation Abstracts International, 42(01),  55A.

Guerin, W. H. & Bailey, J. P. (1970). Introduction to modern factor analysis. Ann Arbor, Michigan: Edwards Brothers.

Hadley, H. N. (1975). Development of an instrument to determine adult educators' orientation: Andragogical or pedagogical. Dissertation Abstracts International, 35(12), 7595A.

Hersey, P. & Blanchard, K. H. (1974).  So you want to know your leadership style?  Training and Development Journal, Feb, 22-37.

Hirayama, H. & Hirayama, K. (1986).  Empowerment through group participation: Process and goal.  In M. Parnes (Ed.) Innovations in Social Group Work: Feedback from Practice to Theory (pp. 107-117).  New York: Haworth Press.

Hollis, E. V. & Taylor, A. L. (1951). Social work education in the United States: The report of a study made for the National Council on Social Work Education. New York: Columbia University Press.

Hurricane Island Outward Bound School (HIOBS) (1990). Readings. Rockland, ME: HIOBS.

James, T. (1995).  Sketch of a moving spirit: Kurt Hahn. In Warren, K., Sakofs, M.  and Hunt Jr., J. S. (Eds.)  The Theory of Experiential Education (3rd ed.) (pp. 75-95).  Dubuque, IA: Kendall/Hunt.

Jones, G. E. (1982).  An analysis of the andragogical-pedagogical orientation of selected faculty at Oklahoma State University.  Dissertation Abstracts International, 43(08), 2569A.

Karger, H. J. & Stoesz, D. (1994).  American social welfare policy: A pluralistic approach (2nd ed.). White Plains, NY: Longman.

Kayser, J. A. (1995). Narratives of a novice educator: The development of a social work teacher. Reflections: Narratives of Professional Helping, 1(3), 33-43.

Knoke, D. and Bohrnstedt, G. W. (1994).  Statistics for social data analysis, 3rd edition.  Itasca, IL: F. E. Peacock.

Knowles, M. S. (1970).  The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.

Knowles, M. S. (1972).  Innovations in teaching styles and approaches based upon adult learning.  Education for Social Work, 8(2), 32-39.

Knowles, M. S. (1980).  The modern practice of adult education: From andragogy to pedagogy.  Chicago: Follett.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Kotze, D. A. (1985).  Factors associated with utilization of an experience-based approach to classroom instruction (innovation, adaptation, learning, technology).  Dissertation Abstracts International, 46(10), 2905A.

Kraft, R. J. (1986).  Toward a theory of experiential education.  In R. Kraft & M. Sakofs (Eds.).   The Theory of Experiential Education (2nd ed.) (pp. 7-38).  Boulder, CO: Association for Experiential Education.

Kraft, R. J. and Kielsmeier, J. (1995).  Experiential learning in schools and higher education.  Dubuque, IA: Kendall/Hunt.

Kramer, B. J. & Wrenn, R. (1994).  The blending of andragogical and pedagogical teaching methods in advanced social work practice courses.  Journal of Teaching in Social Work, 10(1/2), 43-64.

Kreisberg, S. (1992). Transforming power: Domination, empowerment, and education. New York: State University of New York Press.

Kruzich, J. M., Friesen, B. J., & Van Soest, D., (1986).  Assessment of student and faculty learning styles: Research and application.  Journal of Social Work Education, 22(3), 22-30.

Kurtz, N. R. (1983). Introduction to social statistics. New York: McGraw-Hill

Lakes, R. D. (Ed.)(1994).  Critical education for work: Multidisciplinary Approaches.  New Jersey: Ablex.

Land, H. (1987). Pathways to learning: Using experiential exercises in teaching practice with special populations.  Journal of Teaching Social Work, 1 (2), 87-96.

Lennon, T. M. (1996). Statistics on social work education in the United States: 1995. Alexandria, VA: Council on Social Work Education.

Levy, C. S. (1981). Social work education: 1898-1955. NASW Continuing Education Series, 12 (Publication No. KAP 012 J). 

Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications.

Livingstone, D. W. (ed.) (1987). Critical pedagogy & cultural power. Massachusetts: Bergin & Garvey.

Longres, J. (1973). Perspectives from the Puerto Rican faculty traing project. New York: Council on Social Work Education.

Mackey, J. E. (Ed). (1973). American Indian task force report. New York: Council on Social Work Education.

Maas, H. S. (1970). Purpose, participation, and education. In L. Ripple (Ed.). Innovations in Teaching Social Work Practice (pp. 9-21). New York: Council on Social Work Education.

Merriam, S. B. (1987).  Adult learning and theory building: A review.  Adult Education Quarterly, 37(4), 187-198.

Middleman, R. R. & Goldberg, G. (1972).  The interactional way of presenting generic social work concepts.  Education for Social Work, 8(2), 48-57.

Miles, M. B & Huberman, A. M. (1994).  Qualitative data analysis, 2nd edition. Thousand Oaks, CA: Sage.

Millard, R. M. (1984). Accreditation: Conscience, challenge and Opportunity. In Council on Social Work Education Thirtieth Annual Program Meeting Second Plenary Session. (pp. 15-27). Detroit, Michigan: The National Center for Social Work Education.

Miller, J. B. (1986).  What do we mean by relationships?  Paper presented at a Stone Center colloquium.

Miranda, M. (Ed). (1973). Puerto Rican task force report. New York: Council on Social Work Education.

Murase, K. (Ed). (1973). Asian American task force report: Problems and issues in social work education. New York: Council on Social Work Education.

Nash, M. (1993).  The use of self in experiential learning for cross-cultural awareness: An exercise linking the personal with the professional.  Journal of Social Work practice, 7(1), 55 -61. 

Neikrug, S. M. (1978).  Approaches to social work practice: Values of students, faculty, and field advisers.  Social Work Research and Abstracts, 14(2), 36-43.

Noble, D.N., & King, J.E. (1981).  Values: Passing on the torch without burning the runner.  Social Casework: The Journal of Contemporary Social Work, 62(10), 579-584.

Norton, D. G. (Ed.) (1978). The dual perspective: Inclusion of ethnic minority content in the social work curriculum. New York: Council on Social Work Education.

O'Gorman, J. D. (1981). Philosophical and educational orientations of adult basic education teachers.  Dissertation Abstracts International, 42 (03), 963A.

Parsons, R. J. (1991). Empowerment: Purpose and practice principle in social work.  Social Work with Groups, 14(2), 7-21.

Patterson, T. F. (1984). A study to determine the relationship between rural new England extension agent educational orientation and job performance. Dissertation Abstracts International, 45(11), 3263A.

Patton, M. Q. (1990). Qualitative evaluation and research methods, 2nd edition. Newbury Park, CA: Sage.

Paul, L. C. (1992). Empowering health education: A conceptual framework and an instrument for assessing health professionals' use of empowering strategies.  Dissertation Abstracts International, 53(12), 4220A.

Pearson, P. G. (1992). The relationships between selected background factors and the educational philosophy of graduate social work faculty. Unpublished doctoral dissertation, University of Denver, Denver. 

Pedler, M. (1983). Action learning in practice.  England: Gower.

Perlman, H. H. (1968a). The lecture as a method of teaching casework. In E. Younghusband (Ed.), Education for Social Work: Readings in Social Work, Vol. IV (pp. 98-114). London: George Allen & Unwin.

Perlman, H. H. (1968b). Teaching casework by the discussion method. In E. Younghusband (Ed.), Education for Social Work: Readings in Social Work, Vol. IV (pp. 115-151). London: George Allen & Unwin.

Pernell, R. B. (1986).  Empowerment and social group work.  In M. Parnes (Ed.) Innovations in Social Group Work: Feedback from Practice to Theory(pp. 107-117).  New York: Haworth Press.

Pinderhuges, E. B. (1983).  Empowerment for our clients and for ourselves. Social Casework, 64(6), 331-338.

Pins, A. M., Scott, C. A., Loewenberg, F. M. & Stamm, A. (1971). The current scene in social work education. New York: Council on Social Work Education.

Pistole, M. C. & Filer, R. D. (1991).  Evaluating experiential elements and stimulating research in the teaching of group counseling.  The Journal for Specialists in Group Work, 16(1), 40-45.

Pohek, M. (Ed.). (1970). Teaching and learning in social work education. New York: Council on Social Work Education.

Potter, C. C. (1995).  Child level of functioning and intensive family preservation services: An examination of Colorado's mental health family preservation programs. Unpublished doctoral dissertation, University of Denver.

Powell, J. Y. & Causby, V. D. (1994).  From the classroom to the capitolÑFrom MSW students to advocates: Learning by doing.  Journal of Teaching in Social Work, 9 (1/2), 141-154.

Reese, T. H. (1993). Adult learning research and effective college teaching: Perceptions and practice (effective teaching). Dissertation Abstracts International, 54(08), 2915A.

Reichert, K. & Reichert, E. (1970). The relationship of underraduate programs in social welfare to inner-city concerns, racial problems, and anti-poverty activities.  In C. Scott (Ed.), Ethnic Minorities in Social Work Education (pp. 52-58). New York: Council on Social Work Education. 

Reynolds, B. C. (1942).  Learning and teaching in the social work.  New York: Farrar & Rinehart, Inc.

Richan, W. C.  (1994).  Empowering social work students.  In L. Guti*rrez and P. Nurius (Eds.) Education and Research for Empowerment Practice (pp. 59-71).  Seattle, WA: Center for Policy and Practice Research, School of Social Work, University of Washington. 

Richmond, M. E. (1930). The long view: Papers and addresses. New York: Russell Sage Foundation.

Ripple, L. (Ed.). (1970). Innovations in teaching social work practice. New York: Council on Social Work Education.

Robertson, M. E. (1970). Attracting minority group members to social work: Professional education's responsiblitiy. In C. Scott (Ed.), Ethnic Minorities in Social Work Education (pp. 1-6). New York: Council on Social Work Education.

Rose, S. M. (1990). Advocacy/empowerment: An approach to clinical practice for social work.  Journal of Sociology & Social Welfare, 17(June), 41-51.

Rubin, A. & Babbie, E. (1997). Research methods for social work (3rd ed.).  New York: Brooks/Cole.

Ruiz, J. (Ed). (1973). Chicano task force report. New York: Council on Social Work Education.

Sappington, T. E. (1984).  Creating learning environments conducive to change: The role of fear/safety in the adult learning process.  Innovative Higher Education, 9(1), 19-29.

Schsn, D. A. (1983). The reflective practitioner. New York: Basic Books.

Sheehan, E. P., McMenamin, N. & McDevitt, T. M. (1992).  Learning styles of traditional and nontraditional university students.  College Student Journal, 26(4), 486-490.

Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: The University of Chicago Press.

Shor, I. and Freire, P. (1987). A pedagogy for liberation. Massachusetts: Gergin & Garvey.

Sikkema, M. (1968).  Analysis of Explorations reported by schools in the working party.  In Council on Social Work Education (Ed.), Field Learning and Teaching: Explorations in Graduate Social Work Education, Proceedings of the Symposium Working Party on Field Learning and Teaching (pp. 8 -25).  New Orleans: Southern Printing Company.

Simon, B. L. (1994).  The empowerment tradition in American social work: A history.  New York: Columbia University Press.

Soffen, J. (1967). Faculty development in professional education: Problems of, and proposals for recruitment, pre-service, induction and continueing development in social work education. New York: Council on Social Work Education.

Solomon, B. B. (1976).  Black empowerment: Social work in oppressed communities.  New York: Columbia University Press.

Somers, M. L (1968). The small group in learning and teaching.  In E. Younghusband (Ed.), Education for Social Work: Readings in Social Work, Vol. IV (pp. 28-46). London: George Allen & Unwin.

Sotomayor, M. & Ortego y Gasca, P. D. (Eds.). (1975). Chicano content and social work education. New York: Council on Social Work Education.

Stehno, J. J. (1986).  The application and integration of experiential education in higher education.  Carbondale, IL: Southern Illinois Univ., Touch of Nature Environmental Center. (ERIC Document Reproduction Service No. ED 285-465).

Steiner, J. F. (1921). Education for social work. Chicago, IL: The University of Chicago Press.

Strauss, A. L. (1987). Qualitative analysis: For social scientists. New York: Cambridge University Press.

Taylor, I. (1994).  Modeling empowerment practice in social work education.  In L. Guti*rrez and P. Nurius (Eds.) Education and Research for Empowerment Practice (pp. 45-58).  Seattle, WA: Center for Policy and Practice Research, School of Social Work, University of Washington. 

Tice, K. (1990).  Gender and social work education: Directions for the 1990s.  Journal of Social Work Education, 26(2), 134-144. 

Torre, D. A. (1986).  Empowerment: Structured conceptualization and instrument development. (Doctoral dissertation, Cornell University, 1986). Dissertation Abstracts International, 47(05), 1889A.

Torre, E. L. (1994).  Toward a mind of my own: A constructive developmental model for empowering student learning in social work.  In L. Guti*rrez and P. Nurius (Eds.) Education and Research for Empowerment Practice (pp. 83-95).  Seattle, WA: Center for Policy and Practice Research, School of Social Work, University of Washington. 

Towle, C. (1954). The learner in education for the professions: As seen in education for social work. Chicago: The University of Chicago Press.

Tritt, D. G. (1991).  Cognition of self as learner: A necessary objective in experiential education.  Psychological Reports, 69(2), 591-598.

Tropp, E. (1970). Authenticity in teacher-student communication. In M. Pohek (Ed.). Teaching and Learning in Social Work Education. (pp. 13-26). New York: Council on Social Work Education.

Tsang, N. M. (1993).  Shifts of students' learning styles on a social work course.  Social Work Education, 12(1), 62-76.

Warren, K., Sakofs, M.  and Hunt Jr., J. S. (Eds.). (1995).  The theory of experiential education (3rd ed.).  Dubuque, IA: Kendall/Hunt Publishing Co.

Weick, A. (1983). Policy choices in social work education: Market model vs. central theory. Jounal of Education for Social Work, 19(3), 5-11.

Weick, A. (1993).  Reconstructing social work.   Journal of Teaching in Social Work, 8(1/2), 11-45. 

Weinbach, R. W. & Grinnell, R. M. (1995). Statistics for social workers (3rd ed.). White Plains, NY: Longman.

Witkin, S. L. (1991).  The implications of social constructionism for social work education.  Journal of Teaching in Social Work, 4(2), 37-48. 

Wright, B. & Linacre, M. (1994).  Reasonalble mean-square fit values. Rasch Measurement Transactions 8(3), p. 370.

Wurdinger, S. D. (1994).  Philosophical issues in adventure education.  Dubuque, IA: Kendall/Hunt.

Zimmerman, M. A. (1990). Taking aim on empowerment research: On the distinction between individual and psychological conceptions.  American Journal of Community Psychology, 18(1), 169-177.

Zimmerman, M. A., Israel, B. A., Schulz, A., & Checkoway, B. (1992). Further explorations in empowerment theory: An empirical analysis of psychological empowerment. American Journal of Community Psychology, 20 (6), 707-727.