Presentation address     

Barry R. Gross 《Academic Questions》1992,5(3):66-71

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DEMOCRATIC CHARACTER AND DEMOCRATIC EDUCATION: A COGNITIVE AND RATIONAL REAPPRAISAL     

Michael L. Gross 《Educational theory》1992,42(3):331-349

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Self-controlled observational practice enhances learning     

Wulf G  Raupach M  Pfeiffer F 《Research quarterly for exercise and sport》2005,76(1):107-111

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Elements of power system analysis : W.D. Stevenson Jr. 423 pages,diagrams, tables 6 x 9 in. McGraw-Hill New York, 3rd Edition 1975. Price, $18.50. (approx. £8.25).     

Charles A. Gross 《Journal of The Franklin Institute》1976,302(2):207

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Giving and Taking across Borders: The Rockefeller Foundation and Russia, 1919–1928     

Krementsov  Nikolai  Solomon  Susan Gross 《Minerva》2001,39(3):265-298

Until recently, the links between Rockefeller philanthropies and Russianscience and medicine during the 1920s have been virtually ignored, both inofficial Foundation histories and in Soviet accounts of foreign scientificrelations. Materials from the newly-opened Russian archives and the Rockefeller Archive Center reveal dense and tangled connections between multiple Rockefeller givers and multiple Russian takers. Examining the `Russian matter' from the perspective of both `givers' and `takers', this article highlights the impact of domestic and international politics on giving and taking across borders, and reveals the range of meanings of`internationalism' in philanthropy.  相似文献   

Some reservations about Sklar's conception of the role of the school sociologist     

Neal Gross 《Interchange》1972,3(4):91-93

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Naturalism and Educational Administration: New directions     

Colin W. Evers  Gabriele Lakomski 《Educational Philosophy and Theory》2015,47(4):402-419

Abstract

The purpose of this paper is to outline some new developments in a mature research program that sees administrative theory as cohering with natural science and uses a coherence theory of epistemic justification to shape the content and structure of administrative theory. Three main developments are discussed. First, the paper shows how to deal with the evaluation of theories (of, say, leadership) where there is a demand that a theory needs to be context relevant, but also comprehensive. The solution is to allow context to determine the scope of comprehensiveness. Second, the paper develops an argument structure employing a coherentist epistemology for how ethical claims can be incorporated into administrative theories. Finally, the paper, drawing on research in neuroscience, argues for the relevance of emotion in rational decision-making. Contrary to the belief that emotion compromises rationality, the paper argues that it is essential for rationality.  相似文献   

Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education,Teaching Experience,and Working Conditions Make a Difference?     

Johannes König  Sigrid Blömeke  Gabriele Kaiser 《International Journal of Science and Mathematics Education》2015,13(2):331-350

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Knowledge and Skills of the Lamaze Certified Childbirth Educator: Results of a Job Task Analysis     

Wendy C. Budin  Leon Gross  Judith A. Lothian  Jeanne Mendelson 《The Journal of perinatal education》2014,23(2):65-78

Content validity of certification examinations is demonstrated over time with comprehensive job analyses conducted and analyzed by experts, with data gathered from stakeholders. In November 2011, the Lamaze International Certification Council conducted a job analysis update of the 2002 job analysis survey. This article presents the background, methodology, and findings of the job analysis. Changes in the test blueprint based on these findings are presented.  相似文献   

Herkunft und Bildungserfolg beim Übergang vom Kindergarten in die Grundschule     

Gabriele Faust†  Hans-Günther Roßbach 《Zeitschrift für Erziehungswissenschaft》2014,17(2):119-140

In Germany, age and readiness for school are still the main criteria for school entry decisions. As a result some children start school earlier or later than scheduled. Since the 1970s it is well known that school entries not according to the cut-off date are coupled with the social and ethnic family background of these children and result in differential school careers. Thus an early or delayed school entry may be seen as the starting point of cumulative educational inequalities. New results from three series of interviews with parents, Kindergarten teachers, and school headmasters being part of the longitudinal study BiKS (“Bildungsprozesse, Kompetenzentwicklung und Selektionsentscheidungen im Vor- und Grundschulalter”, educational processes, competence development and selection decisions in pre- and primary school age) now reveal how these decisions develop. One of these qualitative studies is dedicated to school entry decisions in families with Turkish migration background. It is concluded that especially two measures can reduce these early inequalities: (1) better information for the parents and (2) early preventive support for all children making delayed school entries no more necessary.  相似文献