THE GENEALOGY OF JUDGEMENT: TOWARDS A DEEP HISTORY OF ACADEMIC FREEDOM     

by Steve  Fuller 《British Journal of Educational Studies》2009,57(2):164-177

ABSTRACT:  The classical conception of academic freedom associated with Wilhelm von Humboldt and the rise of the modern university has a quite specific cultural foundation that centres on the controversial mental faculty of 'judgement'. This article traces the roots of 'judgement' back to the Protestant Reformation, through its heyday as the signature feature of German idealism, and to its gradual loss of salience as both a philosophical and a psychological concept. This trajectory has been accompanied by a general shrinking in the scope of academic freedom from the promulgation of world-views to the offering of expert opinion .  相似文献   

Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study     

Philip K. Axtell  R. Steve McCallum  Sherry Mee Bell  Brian Poncy 《Psychology in the schools》2009,46(6):526-538

To investigate the influence of an innovative math fluency intervention, 36 middle‐school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). © 2009 Wiley Periodicals, Inc.  相似文献   

Teaching and Learning Science for Transformative, Aesthetic Experience     

Mark Girod  Todd Twyman  Steve Wojcikiewicz 《Journal of Science Teacher Education》2010,21(7):801-824

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.  相似文献   

Relative Age Effects are a developmental problem in tennis: but not necessarily when you’re left‐handed!     

Florian Loffing  Jörg Schorer  Steve P. Cobley 《High Ability Studies》2010,21(1):19-25

Relative Age Effects (RAEs), describing attainment inequalities as a result of interactions between biological age and age‐grouping procedures, have been demonstrated across many sports contexts. This study examined whether an additional individual characteristic (i.e., handedness) mediated RAEs in tennis. Relative age and handedness distributions of 1027 male professional tennis players ranked in the year‐end ATP Top 500 for 2000–2006 were analyzed. Relatively older players, born in the first two quartiles, were over‐represented for right‐handed players (86.56%), whereas no RAEs were found for left‐handers (13.44%). Findings seem to suggest that left‐handers in tennis gain advantages that circumvent the RAE problem.  相似文献   

Actors and act-ers: Enhancing inclusion and diversity in teaching and teacher education through the validation of quiet teaching     

Steve Collins  Hermia Ting 《Teaching and Teacher Education》2010

We find that Teacher Education attracts, in addition to those outgoing students who are at ease in front of a group of people, a number of student teachers who are often quiet, reserved, shy, or not at all comfortable being the center of attention. Many times these aspiring teachers have gifts and talents that are not readily apparent, yet comparable to their more outgoing peers. Often, they are caring, passionate, and reflective.  相似文献   

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam     

Steve Humble  Ian Schagen 《Assessment in Education: Principles, Policy & Practice》2018,25(4):399-414

The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and self-confidence positively influence test scores.  相似文献   

Reclaiming education: ‘fake news’, research and social justice     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse 《Curriculum Journal》2018,29(1):1-3

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Handwriting instruction: a commentary on five studies     

Steve Graham 《Reading and writing》2018,31(6):1367-1377

Handwriting is still a prominent mode for composing for both children and adults As a result, it is important that developing writers acquire fluent and legible handwriting. This article examines the five investigations that were presented in this special issue on handwriting instruction, providing a summary of their collective contributions as well as the limitations of each paper.  相似文献   

New Competitions and Contracts: Sports Entrepreneurs and Litigation from a Historical Perspective     

Steve Greenfield 《国际体育史杂志》2018,35(7-8):727-744

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Tackle and ruck technique proficiency within academy and senior club rugby union     

Steve den Hollander  Michael Lambert  Ben Jones  Sharief Hendricks 《Journal of sports sciences》2013,31(22):2578-2587

ABSTRACT

This study examined the validity of a tool that assesses tackle and ruck technique in training and established reference data for tackle, ball-carry and ruck technique at different levels of play in rugby union. One hundred and thirty-one amateur rugby union players; 37 senior, 51 first-grade academy and 43 second-grade academy players, participated in a two-on-two contact drill. The drill was filmed and the players’ tackle, ball-carry and ruck technique were assessed using standardized technical criteria. Senior level players scored significantly higher in all three assessments; tackle technique senior vs academy 1^st (p < 0.01, effect size (ES) = 0.7, moderate), senior vs academy 2^nd (p < 0.01, ES = 0.7, moderate); ball-carry technique senior vs academy 1^st (p < 0.01, ES = 0.6, moderate), senior vs academy 2^nd (p < 0.01, ES = 0.8, moderate); ruck technique senior vs academy 1^st (p < 0.01, ES = 0.7, moderate), senior vs academy 2^nd (p < 0.01, ES = 0.4, small). These findings emphasize the importance of developing contact technique to allow players to progress to higher levels, and provide validity to an assessment tool which can facilitate this process.  相似文献