A guide for the perplexed: Scientific educational research, methodolatry, and the gold versus platinum standards   总被引：1，自引：0，他引：1  

D.C. Phillips   《Educational Research Review》2006,1(1):15-26

The paper opens by characterizing recent discourse about empirical educational research as the “new Babel”-critics, using different theoretical vocabularies and making different deep assumptions about the nature of social life, are failing to communicate with each other. After locating some of the critical positions on a left-right continuum, the main discussion focusses upon the end of this continuum where there are located the recent attempts to restore rigor to educational research by using the so-called “gold standard” of randomized field trials. It is argued that positions at this end of the continuum misrepresent the nature of science, and some examples are briefly mentioned in order to covey the point that it is fruitful to view scientists as making convincing cases, cases that appeal to a wide variety of evidence. This assessment of scientific cases is called the “platinum standard”.  相似文献   

Stone/Marshall Wedding Address     

D. C. Phillips 《Educational Philosophy and Theory》2005,37(3):301-302

  相似文献   

Young children's understanding of perception, desire, and emotion   总被引：1，自引：0，他引：1  

Wellman HM  Phillips AT  Rodriguez T 《Child development》2000,71(4):895-912

Very young children seem to know that people experience several mental states: desires, perceptions, emotions. In three studies, we investigated 2- and young 3-year-olds' judgments and communications about how these states connect together in people's lives and minds. Two experimental studies with 56 participants demonstrated young children's understanding of at least one set of connections: In appropriate circumstances, a person's perception of desirable or undesirable objects leads to related emotional experiences. A complementary investigation of four young children's everyday conversations demonstrated their awareness of and expression of several additional connections between people's desires, perceptions, and emotions.  相似文献   

Specific reading disability in historically famous persons   总被引：1，自引：0，他引：1  

P G Aaron  S Phillips  S Larsen 《Journal of learning disabilities》1988,21(9):523-38, 545

  相似文献   

Addressing Ethnic Conflict through Peace Education: International Perspectives - Edited by Zvi Bekerman and Claire McGlynn     

Kathy  Bickmore 《British Journal of Educational Studies》2008,56(2):236-240

  相似文献   

What Makes the Foucault Pendulum Move among the Stars?     

Norman Phillips 《Science & Education》2004,13(7-8):653-661

Foucault’s pendulum exhibition in 1851 occurred in an era now known by development of the theorems of Coriolis and the formulation of dynamical meteorology by Ferrel. Yet today the behavior of the pendulum is often misunderstood. The existence of a horizontal component of Newtonian gravitation is essential for understanding the behavior with respect to the stars. Two simple mechanical principles describe why the path of oscillation is fixed only at the poles; the principle of centripetal acceleration and the principle of conservation of angular momentum. A sky map is used to describe the elegant path among the stars produced by these principles.  相似文献   

Within and Across Language Predictors of Word Learning Processes in Dual Language Learners     

Amy Pace  Rufan Luo  Dani Levine  Aquiles Iglesias  Jill de Villiers  Roberta M. Golinkoff  Mary S. Wilson  Kathy Hirsh-Pasek 《Child development》2021,92(1):35-53

This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.  相似文献   

The role of cross-disciplinary academic language skills in disciplinary,source-based writing: investigating the role of core academic language skills in science summarization for middle grade writers     

Phillips Galloway  Emily  Qin  Wenjuan  Uccelli  Paola  Barr  Christopher D. 《Reading and writing》2020,33(1):13-44

Reading and Writing - Learning to use language in order to complete source-based writing tasks is a challenge for middle grade writers worthy of additional study, especially given that these tasks...  相似文献   

Teaching of intonation to the deaf by visual pattern matching     

N D Phillips  W Remillard  S Bass  W Pronovost 《American annals of the deaf》1968,113(2):239-246

  相似文献   

General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献