BiblioVault - Books about Transfer

Critical Transitions

Writing and the Question of Transfer

Chris M Anson

University Press of Colorado, 2017

In Critical Transitions: Writing and the Question of Transfer, Chris Anson and Jessie Moore offer an important new collection about prior learning and transfer theories that asks what writing knowledge should transfer, how we might recognize that transfer, and what the significance is—from a global perspective—of understanding knowledge transformation related to writing. The contributors examine strategies for supporting writers' transfer at key critical transitions, including transitions from high-school to college, from first-year writing to writing in the major and in the disciplines, between self-sponsored and academic writing, and between languages. The collection concludes with an epilogue offering next steps in studying and designing for writing transfer.

Contributors: Linda Adler-Kassner, Chris M. Anson, Stuart Blythe, Scott Chien-Hsiung Chiu, Irene Clark, Nicolette Mercer Clement, Stacey M. Cozart, Gita DasBender, Christiane Donahue, Dana Lynn Driscoll, Dana R. Ferris, Gwen Gorzelsky, Regina A. McManigell Grijalva, Carol Hayes, Hogan Hayes, Tine Wirenfeldt Jensen, Ed Jones, Ketevan Kupatadze, Jessie L. Moore, Joe Paszek, Donna Qualley, Liane Robertson, Paula Rosinski, Kara Taczak, Elizabeth Wardle, Carl Whithaus, Gitte Wichmann-Hansen, Kathleen Blake Yancey

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Cubans in Angola

South-South Cooperation and Transfer of Knowledge, 1976–1991

Christine Hatzky

University of Wisconsin Press, 2015

Angola, a former Portuguese colony in southern central Africa, gained independence in 1975 and almost immediately plunged into more than two decades of conflict and crisis. Fidel Castro sent Cuban military troops to Angola in support of the Movimento Popular de Libertação de Angola (MPLA), leading to its ascension to power despite facing threats both international and domestic. What is less known, and what Cubans in Angola brings to light, is the significant role Cubans played in the transformation of civil society in Angola during these years. Offering not just military support but also political, medical, administrative, and technical expertise as well as educational assistance, the Cuban presence in Angola is a unique example of transatlantic cooperation between two formerly colonized nations in the global South.

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Early Images of the Americas

Transfer and Invention

Edited by Jerry M. Williams and Robert E. Lewis

University of Arizona Press, 1993

Contributions from anthropology, history, political science, literature, the natural sciences, religion, and philosophy provide a comprehensive overview of the diverse influences America had on Europe. Topics covered include the impact of early botanical and geographic studies on Europe and on the scientific revolution, the structure of indigenous and colonial cultures, and the ideology and ethics of conquest and enslavement. Together, these essays constitute a reevaluation of the images held by the first colonists via new ways of understanding some of the main figures, processes, and events of that era.

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Imitation and Innovation

The Transfer of Western Organizational Patterns to Meiji Japan

D. Eleanor Westney

Harvard University Press, 1987

In Defense of Public Lands

The Case against Privatization and Transfer

Steven Davis

Temple University Press, 2018

Debates continue to rage over the merits or flaws of public land and whether or not it should be privatized—or at least, radically reconfigured in some way. In Defense of Public Lands offers a comprehensive refutation of the market-oriented arguments. Steven Davis passionately advocates that public land ought to remain firmly in the public’s hands. He reviews empirical data and theoretical arguments from biological, economic, and political perspectives in order to build a case for why our public lands are an invaluable and irreplaceable asset for the American people.

In Defense of Public Lands briefly lays out the history and characteristics of public lands at the local, state, and federal levels while examining the numerous policy prescriptions for their privatization or, in the case of federal lands, transfer. He considers the dimensions of environmental health; markets and valuation of public land, the tensions between collective values and individual preferences, the nature and performance of bureaucratic management, and the legitimacy of interest groups and community decision-making. Offering a fair, good faith overview of the privatizers’ best arguments before refuting them, this timely book contemplates both the immediate and long-term future of our public lands.

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Power to the Transfer

Critical Race Theory and a Transfer Receptive Culture

Dimpal Jain

Michigan State University Press, 2020

Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.

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Transfer, Memory, and Creativity

After-Learning as Perceptual Process

George Haslerud

University of Minnesota Press, 1972

Transfer, Memory, and Creativity was first published in 1972.Dr. Haslerud, a psychologist, presents a valuable new theory of the transfer of learning, a theory which provides new insights into a neglected aspect of the psychology of learning. The findings and conclusions of his work have important implications for the problems of education, especially in view of today’s urgent need to improve the results of schooling.Through his concept of after-learning (the learning which takes place after the period of formal learning has ended) as a perceptual process, the author has succeeded in identifying factors or conditions which have tended to limit transfer of learning to boundaries of the literal and to prevent a progression to creative achievement. Dr. Haslerud contends that previous theories of the transfer of learning have been either irrelevant or insusceptible to specific application. With the new theory and its deductions, he points out, all learning can become relevant.Using several new constructs in his theory, Dr. Haslerud spells out the assumptions and definitions of terms which are changed by the perceptual view, supporting them in part by experimental evidence and suggesting ways in which hypotheses which are still provisional may be tested.The book is important for concerned citizens and school and college administrators who are seeking better educational outcomes as well as for educational and other psychologists who research and teaching involves learning theory.

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The Transfer of Cognitive Skill

Mark Singley and John R. Anderson

Harvard University Press, 1989

Does a knowledge of Latin facilitate the learning of computer programming? Does skill in geometry make it easier to learn music? The issue of the transfer of learning from one domain to another is a classic problem in psychology as well as an educational question of great importance, which this ingenious new book sets out to solve through a theory of transfer based on a comprehensive theory of skill acquisition.

The question was first studied systematically at the turn of the century by the noted psychologist Edward L. Thorndike, who proposed a theory of transfer based on common elements in two different tasks. Since then, psychologists of different theoretical orientations—verbal learning, gestalt, and information processing—have addressed the transfer question with differing and inconclusive results. Mark Singley and John Anderson resurrect Thorndike’s theory of identical elements, but in a broader context and from the perspective of cognitive psychology. Making use of a powerful knowledge-representation language, they recast his elements into units of procedural and declarative knowledge in the ACT* theory of skill acquisition. One skill will transfer to another, they argue, to the extent that it involves the same productions or the same declarative precursors. They show that with production rules, transfer can be localized to specific components—in keeping with Thorndike’s theory—and yet still be abstract and mentalistic.

The findings of this book have important implications for psychology and the improvement of teaching. They will interest cognitive scientists and educational psychologists, as well as computer scientists interested in artificial intelligence and cognitive modeling.

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Trying to Make Law Matter

Legal Reform and Labor Law in the Soviet Union

Kathryn Hendley

University of Michigan Press, 1996

One of the most pressing issues of our time is the possibility of rebuilding the rule of law in former Leninist countries as a part of the transition to a market democracy. Despite formal changes in legislation and an increased attention to law in the rhetoric of policymakers, instituionalization of the rule of law has proven to be an immensely difficult challenge. Leninist regimes destroyed popular faith in law and legal institutions and, like other transitional regimes, contemporary post-communist Russia lacks the necessary institutional infrastructure to facilitate the growth of the rule of law.
Trying to Make Law Matter provides unique insight into the possibility of creating the rule of law. It is based on Kathryn Hendley's pathbreaking field research into the actual practices of Russian trial courts, lawyers, factory managers, and labor unions, contrasting the idealistic legal pronouncements of workers' rights during the Gorbachev era with tawdry reality of inadequate courts and dispirited workers.
Hendley frames her study of Russian law in action with a lively theoretical analysis of the fundamental prerequisites of the rule of law not only as a set of ideals but as a legal system that rests on the participation of rights-bearing citizens. This work will appeal to law, political science, and sociology scholars as well as area specialists and those who study transitions to market democracy.
Kathryn Hendley is Professor, Law and Political Science, University of Wisconsin, Madison.

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Writing across Contexts

Transfer, Composition, and Sites of Writing

Kathleen Yancey

Utah State University Press, 2014

Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks.

The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident.

A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.

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