Social Welfare,the Neo‐conservative Turn and Educational Opportunity     

Michele S. Moses 《Journal of Philosophy of Education》2004,38(2):275-286

This essay examines the educational opportunities of people in poverty who receive social welfare assistance. The dominant political theory underlying social policy (including education policy) in the United States has evolved from 1960s and 1970s welfare liberalism into 1980s and 1990s style neo‐conservatism—a theory that embraces principles of the market and individual liberty as paramount social values. Against this backdrop, I review two recent books that provide compelling evidence for this turn and I call for increased understanding of the relationship between social welfare policies and higher education opportunities for those in poverty.  相似文献   

Nonideal Theory and Philosophy of Education: Considering What Is While Working Toward What Ought to Be          下载免费PDF全文

Michele S. Moses 《Educational theory》2015,65(2):107-110

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Dinosaur discourses: taking stock of gendered learning myths     

Michele Paule 《Gender and education》2015,27(7):744-758

The persistence of gendered learning myths in educational contexts and the wider imaginary continues to trouble feminist educational researchers and practitioners. The tracing of such myths and the categories they create through authoritative and elite discourses of the past suggests how they have functioned across different fields to preserve a hierarchised binary. Gendered myths seem to be lent authority by some of the more popular claims of contemporary neuroscience as they were by the nascent Victorian psychological sciences. Adopting Le Doeuff's [2003. The Sex of Knowing. Translated by K. Hamer and L. Code. London: Routledge] heuristic of identifying which attributes are absorbed into masculine intellectual legacies and which ‘cast off’ to women allows for a focus on patterns of privileging of learning discourses across the humanities and sciences, and the ways these are constituted in historical and contemporary contexts.  相似文献   

Developing learning progression‐based teacher knowledge measures     

Hui Jin  HyoJeong Shin  Michele E Johnson  JinHo Kim  Charles W. Anderson 《科学教学研究杂志》2015,52(9):1269-1295

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A love towards a thing eternal: Spinoza and the classroom     

Steve Shann  Michele Bauer  Rachel Cunneen  Jaki Troy  Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462

There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens.  相似文献   

The “Gift” of Time: Documenting Faculty Decisions to Stop the Tenure Clock During a Pandemic     

Smith  Jessi L.  Vidler  L. Lynn  Moses  Michele S. 《Innovative Higher Education》2022,47(5):875-893

Innovative Higher Education - Anticipating the deleterious effects of pandemic mitigation protocols on faculty’s research and creative work, many universities introduced mechanisms for...  相似文献   

Differences in the rates of return to R&D for European and US young leading R&D firms     

Michele Cincera  Reinhilde Veugelers 《Research Policy》2014

This paper examines the sources of Europe's lagging business R&D performance relative to the US, particularly the role played by missing young leading innovators in high technology intensive sectors in Europe. It investigates through econometric analysis differences in the rates of return to R&D of European and US large R&D firms. It finds that, while in the US, young firms succeed in realizing significantly higher rates of return to R&D as compared to their older counterparts, including in high-tech sectors, European firms fail to generate significant rates of return, even if they are Yollies and even if they are in high-tech sectors. These findings can at least partly explain why Europe has less R&D intensive young leading innovators in high technology intensive sectors.  相似文献   

Perennial issues,contemporary variants: comparative education research as a mirror to the social world     

Michele Schweisfurth 《比较教育学》2013,49(4):405-406

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Key Educational Factors in the education of students with a medical condition          下载免费PDF全文

Michele Capurso  John L. Dennis 《Support for Learning》2017,32(2):158-179

The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter‐institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented.  相似文献   

Meeting the student learning imperative: Supporting and sustaining collaboration between academic libraries and student services programs     

Scott Walter  Michele Eodice 《Research Strategies》2005,20(4):219-225

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