In the years since the publication of Perry’s book and model, there has been a considerable amount of work exploring similar or related issues, both in this country as well as around the world. Three particular efforts are worth a special note, however, as they reflect the most direct ties to Perry’s original theoretical framework, and indeed represent the most explicit extensions of the Perry model:
1) “Women’s Ways of Knowing,” Mary Belenky, Blythe Clinchy, Nancy Goldberger, and Jill Tarule (1986);
2) “Epistemological Reflection,” Marcia Baxter Magolda’s longitudinal efforts at the University of Miami of Ohio (1985, 1992, 1999, 2001); and
3) “Reflective Judgment” (King & Kitchener, 1994), and more recently work by Philip Wood and Susan Wolcott & Cindy Lynch
Other significant related work of interest:
Biggs, J. (1987). Student approaches to learning and studying. Hawthorne, Victoria (Australia): Australian Council for Educational Research.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, January-February, 1989, 32-42.
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.
Entwistle, N., & Ramsden, P. (1983). Understanding Student Learning. New York: Nichols Publishing Company.
Gilligan, C. (1982). In a different voice: psychological theory and women’s development. Cambridge, MA: Harvard University Press.
Hofer, B. K. & Pintrich, P. R. (Eds.) (1997).Personal epistemologies.
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.
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., Hounsell, D., & Entwistle, N. J. (Eds.). (1984). The experience of learning. Edinburgh: Scottish Academic Press.
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.
Ramsden, P. (1988) Improving learning: New perspectives. London: Kogan Page.
Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge.
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.