The Third Earl of Shaftesbury 1671–1713     

CHRISTOPHER CUNLIFFE 《Philosophical Books》1985,26(3):143-145

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Teaching Shakespeare in the Secondary School     

BRIAN ROWE 《English in Education》1979,13(2):44-54

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The Role of the History of Technology in the Engineering Curriculum     

CHRISTOPHER BISSELL  STUART BENNETT 《European Journal of Engineering Education》1997,22(3):267-275

In contrast to mathematics and science, where the history of the disciplines has long found a place in university curricula, the history of technology does not feature in many European engineering degrees. This paper will consider the pedagogical potential of the history of technology, with reference to four historical case studies. It is argued that the inclusion of such elements in engineering programmes can (a) give conventional students a vital broader perspective on their subjects and (b) improve the attractiveness of technology to those who would not normally consider it as an object of study.  相似文献   

PRINTED COMMENTS WITH ITEM ANALYSES     

J. CHRISTOPHER REID 《Journal of Educational Measurement》1970,7(3):159-160

This article suggests that item analysis computer programs include, as an option, a printing of English comments alongside of the item statistics. The particular comments that appear for each item depend upon that item's statistics. These comments should provide clear directions to the classroom teacher for the improvement of the items, and they should be flexible to reflect the differing decisions required by norm-referenced items and criterion-referenced items.  相似文献   

Educational Justice and the Value of Knowledge     

CHRISTOPHER MARTIN 《Journal of Philosophy of Education》2020,54(1):164-182

How should a liberal democratic society value knowledge and understanding, and does this valuation inform how we ought to reason about the justice of our educational institutions? In scholarly and public discourse, it is orthodox to argue that because educational institutions bring about various goods—goods of character such as wellbeing or economic goods such as social mobility – they ought to be structured by principles of political justice. In this paper, I argue that knowledge and understanding valued for its own sake should also inform judgements of educational justice.  相似文献   

The position of the head and centre of mass during the front foot off-drive in skilled and less-skilled cricket batsmen     

M. SHARHIDD TALIEP  USHMA GALAL  CHRISTOPHER L. VAUGHAN 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):345-360

The aim of this study was to compare selected kinematic variables of the front foot off-drive in skilled and less-skilled cricket batsmen. High-speed digital cameras were used to record the three-dimensional kinematics of 10 skilled and 10 less-skilled right-handed batsmen when playing a shadow front foot off-drive to realistic projected video footage. Skilled batsmen were more likely to identify the type of delivery bowled. Seventy percent of skilled batsmen had preparatory feet or foot movement before committing to play forward, while only 20% of the less-skilled batsmen utilized this trigger movement. Throughout the drive, the head of the skilled batsmen was further forward of the centre base point than that of the less-skilled batsmen. This forward head position was associated with the tendency for the skilled batsmen's centre of mass to be further forward during the predicted bat–ball contact. There were no significant differences between groups in the shoulder angle, bat angle or bat speed during the different phases of the stroke. There was a tendency for the less-skilled batsmen to have a larger hip angle at contact. This study provides further understanding of the factors associated with skilled performance in cricket batting, which coaches should consider when training less-skilled performers.  相似文献   

Assessing Professional Know‐How     

CHRISTOPHER WINCH 《Journal of Philosophy of Education》2016,50(4):554-572

This article considers how professional knowledge should be assessed. It is maintained that the assessment of professional know‐how raises distinctive issues from the assessment of know‐how more generally. Intellectualist arguments which suggest that someone's giving an account of how to F should suffice for attributing to them knowledge of how to F are set out. The arguments fail to show that there is no necessary distinction between two kinds of know‐how, namely the ability to F and knowing that w is a way to F, such that the latter is more fundamental. The consequences of this failure for our understanding of professional assessment are then considered. The issue of the assessment of tacit knowledge is then addressed. It is concluded that there is no context‐dependent codifiable or articulable propositional knowledge of how to F which could be substituted for being able to F and that therefore tacit knowledge can only be assessed in performance. The parallel with Gettier cases is reviewed and it is concluded that the provenance of accounts of and justifications for the attribution of know‐how are not matters of indifference to its assessment. Finally, the question of evaluability or what Ryle would have called the applicability of intelligence epithets is discussed in relation to its relevance to our procedures for assessing practical knowledge. Once again, it is concluded that excellent performance is necessary to attribute excellence in know‐how. However, the ability to give an account of how and why an agent would do something in hypothetical circumstances is also very important for the assessment of professional knowledge.  相似文献   

Knowing ‘Wh’ and Knowing How: Constructing Professional Curricula and Integrating Epistemic Fields          下载免费PDF全文

CHRISTOPHER WINCH 《Journal of Philosophy of Education》2017,51(2):351-369

Much of the debate on the nature of knowing how has been concerned with whether it is to be conceived of as an ability (know‐how or KH) or as the possession of propositional knowledge (KT), perhaps in a practical form. Comparatively little has been written about knowing wh (KWh) constructions and the ways in which they do or do not fit into this debate. Do such debates have any bearing on the practical concerns of the educators of professionals? This paper considers the case of Knowing Wh constructions and their epistemic status with reference to their use in professional contexts. The argument to be developed is that KT and KH are distinct but closely related epistemic abilities and that in assessing professional capacity we often find them together as part of an overall professional competence. The use of KWh constructions in professional settings supports this contention, as they can occur as cases of both KT and KH, depending on context. The claim is illustrated by examining and interpreting KWh constructions in professional qualifications and interpreting them in the context of what is required to make sense of them as elements of qualifications.  相似文献   

Facilitating the learning of all students: the ‘professional positive’ of inclusive practice in Australian primary schools     

CHRISTOPHER BOYLE  BROOKE SCRIVEN  SARA DURNING  CARISSA DOWNES 《Support for Learning》2011,26(2):72-78

This article considers the positive aspects of inclusion in Australian primary schools through a historical account of the nation's journey to adopting current policies and practices. The authors suggest that across the different states the picture is positive as there are clear attempts to make Australian schools as inclusive as possible. The importance of adequately resourcing schools to support teachers in the implementation of an inclusive environment is discussed as being second in importance to teacher attitudes to inclusion. The combination of these two factors has a direct influence on a school's ability to be effectively inclusive as it is the teacher at the ground level who must ensure inclusion is effective. As a result of improvements in teacher education programmes at universities, where inclusive education subjects are now compulsory, teaching in an inclusive environment is the ‘professional positive’ of teacher practice, which may potentially improve educational outcomes for all involved.  相似文献   

Whose Ethics? Toward Clarifying Ethics in Mathematics Education Research     

CHRISTOPHER DUBBS 《Journal of Philosophy of Education》2020,54(3):521-540

The philosophical branch of ethics is foundationally concerned with the question of right or wrong, benevolent or harmful, and ultimately what is proper conduct. The present inquiry addresses two related questions: (1) How have theories of ethics been applied to mathematics education research? and (2) What alternatives have not been considered? What might the implications be if these alternative formulations were considered? To answer the first question, I offer a review of the philosophy of mathematics education literature, considering those articles which discuss ethics and mathematics education together. The ethical perspectives adopted within the literature span normative and non-normative, modern and postmodern orientations towards ethics. To answer the second question, I explored philosophy literature to identify which philosophical perspectives of ethics have (not) been adopted by philosophers of mathematics education research. The structure of this paper parallels these two questions: the first part considers the philosophy of mathematics education research and how researchers have defined ethics while the second part discusses additional philosophical approaches to ethics and puts those approaches into conversation with those identified in part one. I conclude by intertwining these two strands into my central thesis: ethics per se is construed too narrowly in the philosophy of mathematics education literature and considering additional ethical perspectives from philosophy can be generative of new ideas.  相似文献