Educational "Reforms" and New Right Thinking: An Example from New Zealand   总被引：1，自引：0，他引：1  

James Marshall  Michael Peters 《Educational Philosophy and Theory》1991,23(2):46-57

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Goal‐Directed Correlates and Neurobiological Underpinnings of Adolescent Identity: A Multimethod Multisample Longitudinal Approach          下载免费PDF全文

Andrik I. Becht  Marieke G.N. Bos  Stefanie A. Nelemans  Sabine Peters  Wilma A.M. Vollebergh  Susan J.T. Branje  Eveline A. Crone 《Child development》2018,89(3):823-836

This multimethod multisample longitudinal study examined how neurological substrates associated with goal directedness and information seeking are related to adolescents’ identity. Self‐reported data on goal‐directedness were collected across three biannual waves in Study 1. Identity was measured one wave later. Study 1 design and measurements were repeated in Study 2 and extended with structural brain data (nucleus accumbens [NAcc] and prefrontal cortex gray matter volume [PFC]), collected across three biannual waves. Study 1 included 497 adolescents (M_{age T1} = 13.03 years) and Study 2 included 131 adolescents (M_{age T1} = 14.69 years). Using latent growth curve models, goal directedness, NAcc, and PFC volume predicted a stronger identity one wave later. These findings provide crucial new insights in the underlying neurobiological architecture of identity.  相似文献   

China’s belt and road initiative: Reshaping global higher education     

Michael A. Peters 《Educational Philosophy and Theory》2020,52(6):586-592

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Editorial     

Michael A  Peters 《Educational Philosophy and Theory》2006,38(6):711-711

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Participation of retarded children in regular recreational activities at a community center     

M W Pumphrey  M B Goodman  J W Kidd  E N Peters 《Exceptional children》1970,36(6):453-458

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Life and death in the Anthropocene: Educating for survival amid climate and ecosystem changes and potential civilisation collapse     

Tina Besley  Michael A. Peters 《Educational Philosophy and Theory》2020,52(13):1347-1357

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‘I Knew Jean-Paul Sartre’: Philosophy of education as comedy     

Morwenna Griffiths  Michael A. Peters 《Educational Philosophy and Theory》2014,46(2):132-147

Abstract

Ludwig Wittgenstein suggests that ‘A serious and good philosophical work could be written consisting entirely of jokes’. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ‘I knew Jean-Paul Sartre’, trying to trump the discussion. This conversation is a dialogue about comedy and humor as a basis for philosophy, education and pedagogy that provides an introduction to recent works and a context for ongoing research. The concluding section provides further reflection on some of the main themes, drawing attention to the significance of humor in dialogues within philosophy and education, and suggesting that it has a particular role in resisting managerialism at all levels of educational institutions.  相似文献   

Scan Rate: A New Metric for the Analysis of Reading Behaviors in Asynchronous Computer Conferencing Environments     

Jim Hewitt  Clare Brett  Vanessa Peters 《The American journal of distance education》2013,27(4):215-231

This article introduces a new computer conferencing metric called Scan Rate, which is a measure of students' and instructors' online reading speed. The term “scan” refers to the practice of either skimming through a message at an unusually rapid pace or reading a message partially and then stopping before the end is reached. It is proposed that the Scan Rate metric offers a useful way of monitoring how thoroughly students attend to the messages they read. Four analyses illustrate the utility of the metric. These reveal that (1) scan rates increase with message size, (2) students are more likely to scan the messages of their peers than messages written by their instructor, (3) students engage in scanning practices more frequently than instructors, and (4) scan rates are partially a function of class size and class configuration.  相似文献   

Teachers engaging in action research: challenging some assumptions   总被引：2，自引：2，他引：0  

Judy Peters 《Educational Action Research》2013,21(4):535-556

A number of recent professional development projects in Australia have expected teachers to engage in action research as a process for professional learning and educational reform. This study investigated the experiences of ten teachers from one school who spent a year undertaking action research projects as part of the Innovative Links Project. The author was a participant observer in the study in her role as the school's ‘academic associate’ for the project. In this article, the project's expectations of the teachers are examined to reveal the extent to which they were based on realistic assumptions about the conditions within which the teachers worked as they tried to achieve them.  相似文献   

III. THE DESCRIPTION OF THE FAMILIES AND CHILDREN     

Patricia Garrett‐Peters  Roger Mills‐Koonce 《Monographs of the Society for Research in Child Development》2013,78(5):36-52

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