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John Wilson 《Journal of Philosophy of Education》2003,37(1):101-108
Enquiries into the meanings of words and the nature of things are first distinguished, and two different senses of 'concept' identified: a first sense in which 'concept' is attached to empirical facts, and a second sense in which a concept marks a purely logical space. The concept of education, in the second sense, is seen to be inevitable for human beings, and already carries certain values with it. 相似文献
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Peter Cope Andrew Bruce Jim McNally Gary Wilson 《Assessment & Evaluation in Higher Education》2003,28(6):673-684
This paper reviews policy in the assessment of school experience and examines the practice of grading currently in place in Scotland and supported by the General Teaching Council for Scotland. It discusses the problems inherent in attempts to grade practice, notably the difficulty of controlling for contextual variation between different placements. It explores research in this area in order to see whether there is any evidence that such practices can be reliable or valid. It concludes that grading is unsustainable in the light of both the research evidence and the conceptual problems that underpin the assessment of school experience. 相似文献
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Fred Wilson∗ 《Higher Education in Europe》1993,18(1):19-23
Canadian university teachers have long recognized the importance of establishing procedures for dealing with conflict of interest. More recently, they have recognized the importance of dealing with cases of academic fraud; however, compared to occurrences in universities in the United States, there seem to be few examples in Canada. Canadian academics have taken the lead in this area, securing procedures for dealing fairly with conflict of interest in the context of the needs of academic freedom through collective bargaining by faculty associations and unions under the leadership of their national organization, the Canadian Association of University Teachers (CAUT). 相似文献
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Daniel D. Shade 《Early Childhood Education Journal》1992,20(1):41-43
Daniel D. Shade is Assistant Professor, Department of Individual and Family Studies and Director of the Computers As Partners Project, University of Delaware, Newark, DE. 相似文献
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