Android arete: Toward a virtue ethic for computational agents     

Kari Gwen Coleman 《Ethics and Information Technology》2001,3(4):247-265

Traditional approaches to computer ethics regard computers as tools, andfocus, therefore, on the ethics of their use. Alternatively, computer ethicsmight instead be understood as a study of the ethics of computationalagents, exploring, for example, the different characteristics and behaviorsthat might benefit such an agent in accomplishing its goals. In this paper,I identify a list of characteristics of computational agents that facilitatetheir pursuit of their end, and claim that these characteristics can beunderstood as virtues within a framework of virtue ethics. This frameworkincludes four broad categories – agentive, social, environmental, and moral– each of which can be understood as a spectrum of virtues rangingbetween two extreme subcategories. Although the use of a virtue frameworkis metaphorical rather than literal, I argue that by providing a frameworkfor identifying and critiquing assumptions about what a `good' computer is,a study of android arete provides focus and direction to the developmentof future computational agents.  相似文献   

Reflective teaching for student teachers     

Gwen L. Rudney  Andrea M. Guillaume 《The Teacher Educator》2013,48(3):13-20

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Taking sex differences seriously     

Gwen Brown 《Academic Questions》2005,18(2):85-88

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Licensing: Time to change the rules on regulations     

Gwen Morgan 《Early Childhood Education Journal》1974,2(1):15-20

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Informed choice and deaf children: underpinning concepts and enduring challenges   总被引：3，自引：0，他引：3  

Young A  Carr G  Hunt R  McCracken W  Skipp A  Tattersall H 《Journal of deaf studies and deaf education》2006,11(3):322-336

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When ‘becoming a 50% school’ is success enough: a principal–agent analysis of subject leaders’ target setting     

Peter Davies  Gwen Coates  Linda Hammersley-Fletcher  Jean Mangan 《School Leadership & Management》2013,33(5):493-511

Using the perspective of principal–agent theory, we suggest that the target setting process imposed by the government has shifted teachers’ focus away from their personal educational priorities. Our evidence suggests that schools with a higher proportion of students with high academic achievement differ in their practice of target setting from schools with a below average proportion of students achieving high examination grades. We examine possible explanations for variations in teachers’ practice and suggest some implications for policy and school leadership and management.  相似文献   

Library Marketing on a Small Liberal Arts Campus: Assessing Communication Preferences     

Julia Chance Gustafson  Gwen Short 《图书馆管理杂志》2017,57(4):420-435

As part of a newly created library marketing plan, librarians at the College of Wooster undertook a study of the communication preferences of students, faculty, and staff in early 2015. The results of the survey helped to develop a comprehensive picture of what library resources and services these constituencies are interested in learning about, as well as when, where, and how they prefer to learn about them. This article describes the development, distribution, results, and analysis of the survey, and highlights the importance of campus-specific library marketing practices.  相似文献   

Complex Systems Approaches to Educational Research: Introduction to the Special Issue     

Gwen C. Marchand  Jonathan C. Hilpert 《Journal of Experimental Education》2020,88(3):351-357

Abstract

To explore the movement toward increased complex systems (CS) research in education, this special issue of the Journal of Experimental Education was developed to identify some under-examined places where CS approaches have advanced research. The articles provide empirical examples of research leveraging methods and analyses from complexity science. In this introduction article to the special issue, we discuss the authors’ contributions to defining and explicating concepts and methods that fall under the umbrella of CS perspectives and how these methods were used to investigate complex processes in their topics of study. The articles capture the goal of the special issue to demonstrate how the research questions framed by CS assumptions can change our expectations about the very nature of the processes under study in education. We then take a more global perspective and acknowledge the commonalities amongst the papers, including (a) the reliance on intensive data to answer research questions, and (b) the use of dynamic approaches that yield findings about the stability and change of these systems and phenomena.  相似文献   

Middle Schools: the heart of schools in crisis     

Gwen Wallace  Les Tickle 《British Journal of Sociology of Education》1983,4(3):223-240

This paper is about middle schools and the effects of recent policies on the curricula organisation of six of them. We begin by establishing some general links between middle school origins, brief history and development, and wider economic and political forces for change. Drawing on four years of research with a group of schools in one local authority, we describe some of the directions of change which followed the Great Debate. We highlight recent changes as these schools came under increasing bureaucratic control, with the emphasis on the organisation of pupil selection and changes from mixed ability grouping, to setting, and back to mixed ability groups. We conclude with some theoretical discussion related to the work of Habermas.  相似文献   

Assessment outcomes confirm the value of a university's required fitness/wellness course     

Gwen C. Robbins  Debbie Powers  Jerry Rushton 《Assessment Update》1992,4(5):7-8

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