Hume's Place in Moral Philosophy     

PAUL RUSSELL 《Philosophical Books》1991,32(4):213-216

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'To Touch a Life Forever': A discourse on trainee teachers' perceptions of what it means to be an effective teacher in the primary school     

PAUL LUNN  ALISON BISHOP 《Educational studies》2003,29(2-3):195-206

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What Philosophy Is: An Introduction to Contemporary Philosophy     

PAUL GILBERT 《Philosophical Books》1986,27(1):43-45

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Metaphysics     

PAUL HELM 《Philosophical Books》1984,25(1):58-59

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Educational Discourse: meaning and mythology     

PAUL STANDISH 《Journal of Philosophy of Education》1991,25(2):171-182

ABSTRACT Behaviourism and instrumentalism continue to exert an important influence in education. Its discourse is infected with scientism, especially in the language of curriculum design and methodology. Theory and practice are peculiarly impervious to criticism from philosophy of education: however pertinent and accurate this may be, it seems to fail to reach the heart of the problem. This paper looks for a different approach. An apparent digression (into another form of educational discourse) is used to provide an alternative focus for criticism. This exposes problems in conventional analyses and presents a new basis for questioning the health of educational discourse.  相似文献   

The Research Community Philosophy and History of the Discipline of Education: A Retrospect of Collaborative Research over Two Decades     

PAUL SMEYERS  MARC DEPAEPE 《Journal of Philosophy of Education》2020,54(3):645-654

The Research Community ‘Philosophy and History of the Discipline of Education’ was established in 1999. The academics involved in this worldwide network share the belief that there is a place within the discipline of education for so-called foundationalist approaches. This is not, however, to answer a need for a (new) foundation, but to systematically study a particular area from a discipline-oriented stance. This paper details the reasons for establishing this collaborative research, develops the rationale behind the various topics that were addressed, and pays particular attention to ‘method’, to Wittgenstein's ‘picture’ metaphor, and to Ankersmit's ‘intertextuality in history’. For two decades annual meetings provided the opportunity to enable a deeper understanding of the many kinds of educational research. The ‘output’ can be found in articles and special issues of journals and in twelve edited collections. Finally, the suite of papers appearing in this issue is introduced. Another suite will appear in issue 5 of the 2020 volume of this journal.  相似文献   

POSITIONAL RESPONSE SET AMONG HIGH SCHOOL STUDENTS ON MULTIPLE-CHOICE TESTS     

PAUL H. WILBUR 《Journal of Educational Measurement》1970,7(3):161-163

Investigations of positional response set in examinees of multiple-choice items have shown conflicting results. This study attempted to clarify this controversy. Over 1000 subjects were assigned at random to one of nine forms of a specially prepared vocabulary test. The difference among forms related to the position of the correct answers and the most popular distractor as determined by prior administrations of the test. The forms of the test were constructed so that if a universal positional response set existed, it would manifest itself as a difference of means of scores obtained on selected items dispersed throughout each of the different forms. The results of the analysis of variance showed no significant evidence of interindividual positional response set.  相似文献   

An Elementary Approach to Conditioning Aguments     

PAUL N. DE LAND  HARRIS S. SHULTZ 《Teaching Statistics》1984,6(1):6-10

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Minority Faculty Representation and Hiring Practices in Counselor Education Programs     

RUSSELL L. YOUNG  JOHN D. CHAMLEY  CAROL WITHERS 《Counselor Education & Supervision》1990,29(3):148-154

Counselor education chairpersons indicated that minority faculty members are under-represented and hired at a slower rate than are nonminority faculty members. Results are mixed in terms of advancement opportunities.  相似文献   

Perceived Problems and Sources of Help For American Indian Students     

PAUL DAUPHINAIS  TERESA LA FROMBOISE  WAYNE ROWE 《Counselor Education & Supervision》1980,20(1):37-44

One hundred-Fifty American Indian and fifty non-Indian 11th- and 12th-grade students were surveyed to assess self-reported problem areas and persons perceived as potential sources of help. Problems indicated by Indian students in metropolitan, rural, and boarding schools are noted, as well as those of non-Indian students. Problems likely to be discussed with counselors or with significant others are identified and different patterns of persons nominated as providing help are described. Although we caution against over-generalization, the findings are intended to increase the understanding of those concerned with training counselors to work with Indian youth.  相似文献