Cruelty and Afrofuturism     

Lonny J. Avi Brooks 《传播与批判/文化研究》2018,15(1):101-107

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Analysis and lessons learned instituting an instant messaging reference service at an academic health sciences library: the first year     

Kipnis DG  Kaplan GE 《Medical reference services quarterly》2008,27(1):33-51

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Four Educators in Plato's Theaetetus     

Avi I. Mintz 《Journal of Philosophy of Education》2011,45(4):657-673

Scholars who have taken interest in Theaetetus' educational theme argue that Plato contrasts an inferior, even dangerous, sophistic education to a superior, philosophical, Socratic education. I explore the contrasting exhortations, methods, ideals and epistemological foundations of Socratic and Protagorean education and suggest that Socrates' treatment of Protagoras as educator is far less dismissive than others claim. Indeed, Plato, in Theaetetus, offers a qualified defence of both Socrates and Protagoras. Socrates and Protagoras each dwell in the middle ground between the extremes presented in the dialogue's digression, which contrasts the life of the philosopher and the life of the courtroom orator. Both Socrates and Protagoras demonstrate a serious engagement with both politics and philosophy. Theodorus presents an educational option in which theory is divorced from politics while an ignoble sophistic education is presented as political but divorced from theory. Protagorean education, in Theaetetus, emerges as superior to a base sophistic education, though it remains inferior to Socratic education.  相似文献   

How We Used to Build the Future: 30 Years of Collection Development Trends     

Betsy Appleton  Justin Clarke  Laurie Kaplan  Dani Roach  Rebecca Kemp Goldfinger 《期刊图书馆员》2016,70(1-4):198-203

This session highlighted trends in continuing resource collections and collection management throughout the 30-year period from 1985 through 2015. Electronic resources became available in the 1990s and grew in prevalence from the 2000s through the present, changing the make-up of library collections and also how libraries measure collections and collection usage. Two librarians and two vendors shared their perspectives on these changes in collection development, describing how library collections now contain a combination of older formats and older ways of collecting data, and new, electronic content and automated ways of collecting and disseminating data about collections.  相似文献   

Some correlates of the choice of educational streams in Israeli High Schools     

Avi Hofstein  Ruth Ben-Zvi  David Samuel  Richard F. Kempa 《科学教学研究杂志》1977,14(3):241-247

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Bounding,An Accessible Method for Estimating Principal Causal Effects,Examined and Explained     

Luke Miratrix  Jane Furey  Avi Feller  Todd Grindal  Lindsay C. Page 《Journal of research on educational effectiveness》2018,11(1):133-162

Estimating treatment effects for subgroups defined by posttreatment behavior (i.e., estimating causal effects in a principal stratification framework) can be technically challenging and heavily reliant on strong assumptions. We investigate an alternative path: using bounds to identify ranges of possible effects that are consistent with the data. This simple approach relies on fewer assumptions and yet can result in policy-relevant findings. As we show, even moderately predictive covariates can be used to substantially tighten bounds in a straightforward manner. Via simulation, we demonstrate which types of covariates are maximally beneficial. We conclude with an analysis of a multisite experimental study of Early College High Schools. When examining the program's impact on students completing the ninth grade “on-track” for college, we find little impact for ECHS students who would otherwise attend a high-quality high school, but substantial effects for those who would not. This suggests a potential benefit in expanding these programs in areas primarily served by lower quality schools.  相似文献   

SOCIETAL ISSUES AND THEIR IMPORTANCE FOR CONTEMPORARY SCIENCE EDUCATION��A PEDAGOGICAL JUSTIFICATION AND THE STATE-OF-THE-ART IN ISRAEL, GERMANY, AND THE USA     

Avi Hofstein  Ingo Eilks  Rodger Bybee 《International Journal of Science and Mathematics Education》2011,9(6):1459-1483

One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid regarding those students who, in the future, will probably not embark on a career in science or engineering but will need science and technology personally and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science is linked to those issues that are relevant to students’ life, environment, and role as a citizen. As a result, many students are unable to participate in societal discussions about science and its related technological applications. This paper discusses the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported by a theoretical rationale from various sources leading to a reflection about common practices in science education in three countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed.  相似文献   

Children with epilepsy in school: Special service usage and assessment practices     

David L. Wodrich  Allen M. Kaplan  William M. Deering 《Psychology in the schools》2006,43(2):169-181

Special services usage and related assessment procedures were investigated for 50 students with epilepsy. Fifty‐six percent of students with epilepsy received special education services, with mental retardation designation and self‐contained placement common, especially among individuals with epilepsy plus a coexisting neurological diagnosis. Sixteen percent of participants had an “other health impairment” designation, and several of these were deemed eligible in at least one other special education category. The majority of students who had been evaluated were administered IQ, adaptive behavior, speech/language, and sensorimotor components, whereas few were assessed for executive or memory functions. Little information about antiepileptic drugs, their effects, or the actual manifestation of students' seizures appeared in special services school documents. Additional empirical information regarding services for children with chronic health conditions, such as epilepsy, is necessary to improve school psychologists' practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 169–181, 2006.  相似文献   

Guest Editorial: Dissemination of Measurement Concepts and Knowledge to the Public     

Avi Allalouf  Stephen G. Sireci 《Educational Measurement》2012,31(2):1-1

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AN EDUCATIONAL CREDO FOR OUR TIME     

Louis L. Kaplan 《Journal of Jewish Education》2013,79(2):35-42

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