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Alan Smithson 《Journal of Philosophy of Education》1981,15(2):215-228
The main burden of this paper is to point up what are considered to be serious shortcomings in Barrow's [1] argument that the 'philosophically competent' head should control a school's curriculum policy. At the same time, whilst exigencies of space prohibit a comprehensive defence of 'participatory decision-making' and its pertinence for schools [2], it will be argued that curriculum policy is best controlled by governing bodies of the type proposed by the Taylor Committee [3], given, of course, that such bodies must operate within a framework of national and local authority policy. 相似文献
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Alan S Kaufman 《Contemporary educational psychology》1976,1(2):180-196
A four-test short form of the WISC-R was developed on the basis of both rational and statistical criteria, using data from the representative standardization sample. The short-form comprised Arithmetic and Vocabulary from the Verbal Scale along with Picture Arrangement and Block Design from the Performance Scale. Various psychometric properties of the abbreviated battery were defined, and indicators of the short form's accuracy in predicting Full-Scale IQ (the standard error of estimate, effectiveness in classifying a child's intelligence level) were provided. A major topic of discussion was the use and abuse of short forms. 相似文献
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The basic operating principles of three low-temperature devices the maser, the cryotron, and the cryosar are discussed. In masers the process of stimulated emission of radiation is used to produce an extremely low noise amplifier, with all practical solid state masers thus far employing the electron spins in paramagnetic salts. The cryotron and the cryosar are both primarily intended for computer applications. The former utilizes the phenomenon of superconductivity and its quenching in magnetic fields; the latter uses impact ionization of impurities in semiconductors. 相似文献