Edwin Smith: a life in Derbyshire cricket     

Derek Barnard 《Sport in History》2018,38(1):123-125

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The unexplainable     

Shiller  Derek 《Metascience》2020,29(1):51-54

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怎样做一个尽职尽责的校长     

Derek Bok  李院莉 《高校教育管理》2010,4(4):1-2

作为一名大学校长,他必须足够熟悉校长最重要的几项任务：首先,大学校长必须捍卫质疑和探索的自由,这是在大学各个机构里工作的教职工从事教学、学术研究,提高职业道德和满足自我尊重的基础。其次,大学校长必须为大学的发展积累和发掘资源,无论是在艰苦还是繁荣时期。他必须致力于保持高水平的教学质量以确保当代人才的培养,不能对这代学生以及以后学生受教育的质量构成威胁。当然,大学校长必须使大学摆脱可能会产生认为自己已经很优秀的这种自满倾向。他必须唤醒各个学院的院长和教职工以及所有与大学紧紧相联的人员为实现其大学所能够达到的奋斗目标而努力。  相似文献   

It’s time for critical educators to join the Party: A response to our reviewers     

Curry Stephenson Malott  Derek R. Ford 《Educational Philosophy and Theory》2016,48(11):1181-1185

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Priming institutional change through effective project management:A case study of the Chic project     

Richard Hall  Derek Harding  Chris Ramsden 《International Journal for Academic Development》2013,18(2):152-161

This paper explores how learning and teaching innovations undertaken by externally funded projects, with a fixed remit and lifecycle, can be integrated successfully into institutional educational developments. The example and methods of one particular project, in embedding its work within and relating it to the context of wider, nationally-promoted educational designs, is utilized to illustrate the possibilities for fostering institutional change. Such change relies upon working to promote a climate whose norms support a culture of trust, where team-working can forge a broader ownership of innovation  相似文献   

The history of citizenship education in England     

Derek Heater 《Curriculum Journal》2013,24(1):103-123

The publication of the Crick report (1998) on citizenship education and the subsequent Order for implementing the compulsory status of the topic for Key Stages 3 and 4 have generated considerable comment. However, the historical background to this development has been only sketchily treated. This article attempts to provide a little more detail, to suggest a framework of analysis to illuminate the history and to indicate the relevance of this past experience for current work. The analytical framework is provided by the identification of five factors that have shaped the evolution of citizenship education in England. These are: the lack of central guidance and reliance on private initiatives; the extension of the franchise and the issue of maturity; social class and examination structures; war and peace; Empire and Commonwealth.  相似文献   

The Beautiful Risk of Education     

Derek R. Ford 《Educational Philosophy and Theory》2016,48(2):210-213

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More from the Horse’s Mouth: What scientists say about science as a social practice     

Siu Ling Wong  Derek Hodson 《International Journal of Science Education》2013,35(11):1431-1463

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The Pneumatic Common: Learning in,with and from the air     

Derek R. Ford 《Educational Philosophy and Theory》2013,45(13-14):1405-1418

Air is an immersive substance that envelopes us and binds us together, yet it has dominantly been taken for granted and left out of educational and other theorizations. This article develops a conceptualization of the pneumatic common in order to address this gap. The specific intervention staged is within recent educational literature on the common by Noah De Lissovoy, Tyson E. Lewis, and Alexander Means. This literature is surveyed and analyzed in relation to educational theory, curriculum, pedagogy, and policy. Claiming that the air is a central feature of and paradigm for the common, I then concentrate on making the air conditions of the educational common explicit. I do this through a theoretical, historical, and sociological reading of air conditioning. While this explicitation is itself educational, I return to the educational common at the end of the article to ask how and what we can learn in, with, and from the air.  相似文献   

Two conflicting visions of education and their consilience     

Chris Duncan  Derek Sankey 《Educational Philosophy and Theory》2013,45(14):1454-1464

Over the past two decades, two heavily funded initiatives of the Federal government of Australia have been founded on two very different and seemingly conflicting (if not antithetical) visions of education. The first, the Australian Values Education Program (AVEP, 2003–2010) enshrines what may be called an ‘embedded values’ vision of education; the second, the National Assessments Program-Literacy and Numeracy (NAPLAN, 2008-present) enshrines a ‘performative’ vision. The purpose of this article is to unpack these two seemingly conflicting visions and to argue instead for their possible consilience, bringing together apparently incompatible phenomena to coalesce into a single, more expansive vision of schooling. Against the historical context that gave rise to AVEP and NAPLAN in Australia, the article argues that the visions of education rendered in these abrupt policy shifts are vestiges of a history of dichotomous and dualistic thinking in western educational philosophy. Underpinning this dualism is a fundamental schism between cognition and emotion and a Cartesian separation of mind from body that can no longer be sustained. Our increased understanding of the neural substrates of cognition, the ‘intertwined’ nature of cognition and emotion, combined with a philosophy of mind that does not dissociate propositional knowledge from the disposition of the learner, points to an alternative vision of education. A vision that is thoroughly values embedded, concerned with the educational wellbeing of each child, while also giving value to and prioritising educational performance and achievement, and the intellectual liberation these can offer each and every child.  相似文献