Teaching the Pursuit of Assumptions          下载免费PDF全文

Peter Gardner  Stephen Johnson 《Journal of Philosophy of Education》2015,49(4):557-570

Within the school of thought known as Critical Thinking, identifying or finding missing assumptions is viewed as one of the principal thinking skills. Within the new subject in schools and colleges, usually called Critical Thinking, the skill of finding missing assumptions is similarly prominent, as it is in that subject's public examinations. In this article we examine how school‐ and college‐focused texts explain and teach ‘this very important skill’. The same texts also deal with the nature of assumptions, validity and the role of stated reasons in arguments, and the way these matters are tackled will also be examined in our inquiry. In addition we explore what respected contributors to the critical thinking movement have had to say about some of these issues.  相似文献   

Father of Route 66: The Story of Cy Avery Susan Croce Kelly. Norman: University of Oklahoma Press, 2014.          下载免费PDF全文

Daniel P. Murphy 《Journal of American culture (Malden, Mass. : 2003)》2016,39(4):460-461

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Test Development with Performance Standards and Achievement Growth in Mind     

Steve Ferrara  Dubravka Svetina  Sylvia Skucha  Anne H. Davidson 《Educational Measurement》2011,30(4):3-15

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Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment     

M. Jeanne Wilcox  Shelley I. Gray  Amy B. Guimond  Addie E. Lafferty 《Early childhood research quarterly》2011,26(3):278-294

The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI.  相似文献   

Educational Programs for Elementary Students with Learning Disabilities: Can They Be Both Effective and Inclusive?     

James McLeskey  Nancy L. Waldron 《Learning disabilities research & practice》2011,26(1):48-57

One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD.  相似文献   

Political Incongruity between Students’ Ideological Identity and Stance on Specific Public Policies in a Predominantly White Southeastern State Institution     

Jeremy T. Coles  Brittany A. Carstens  Jennifer M. Wright  Robert L. Williams 《Innovative Higher Education》2015,40(1):5-18

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Natural kinds no longer are what they never were     

Thomas A. C. Reydon 《Metascience》2015,24(2):259-264

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Erratum to: The uses of style and the ‘big picture’ history of science     

Victor D. Boantza 《Metascience》2015,24(1):169-169

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So,what does resilience mean for scholarly publishing?     

Haseeb Md. Irfanullah 《Learned Publishing》2021,34(1):57-63

• Resilience in the publishing industry can be viewed through a framework of assessing five capitals or assets: human, social, physical, financial, and natural capital.
• A resilient system requires four properties: robustness, redundancy, resourcefulness, and rapidity, and scholarly publishing can be seen to have some element of each.
• The ability to thrive in adversity and bounce back is not found in all parts of the publishing system, with those in the Global South disproportionately disadvantaged.
• The positive changes introduced in the past year need to be retained and elements of inequality and exclusion removed to ensure future resilience and sustainability.

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Differentiation of competence and affect self-perceptions in elementary school students: extending empirical evidence     

A. Katrin Arens  Marcus Hasselhorn 《European Journal of Psychology of Education - EJPE》2015,30(4):405-419

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