True equality     

Benjamin D. Wiker 《Academic Questions》1999,12(2):40-42

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Henry Adams's Double: Recreating the Philosophical Statesman     

John Ernest 《Journal of American culture (Malden, Mass. : 2003)》1991,14(1):25-35

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Transcending and Attending to Difference in the Multicultural Classroom     

Benjamin Endres 《Journal of Philosophy of Education》2002,36(2):171-185

In this paper, I hope to reconcile two conflicting moral ideals within the multicultural classroom. I argue that increased attention to cultural difference in both education and moral philosophy is vitally important, but that it should not undermine the value of generalised respect, which grounds formal equality. I argue that an intersubjective account of respect explicitly integrates the generalised and particular moral perspectives, and thus serves as an ideal for interactions in the multicultural classroom. Through the analysis of two examples, I show that both forms of respect are logically dependent on one another and have a mutually supportive place in the practice of teaching.  相似文献   

Logos—the Professional Journal for the Book World. Quarterly,ISSN 0957 9566. Individual, £30.00; Institutional, £45.00. Whurr Publishers Ltd, 1 Compton Terrace,London NI 2UN.     

Michele Benjamin 《Learned Publishing》1990,3(4):250-250

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Interpreting the legacy of Sidney Hook     

Ernest B. Hook 《Academic Questions》1997,10(1):5-7

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Interfaith education: A new model for today’s interfaith families     

Sheila C. Gordon  Benjamin Arenstein 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):169-195

With societal changes rapidly transforming cultures that had been largely homogenous, today’s multi-cultural – and in particular interfaith – families need new educational strategies to help them understand their cultural roots and identify and clarify what aspects of their heritages they wish to nurture and transmit to their children. This paper focuses on a new model for religious education, namely non-doctrinaire “dual-faith” education, which the principal author has helped to develop in the United States (US) through the Interfaith Community (IFC), a small, independent non-profit organisation created and led by dual-faith Jewish/Christian families. The model is premised on the notion that families can have two different faiths in one household and that – with respect and education – families can be harmonious, religion can be transmitted, and tolerance broadly nurtured. While the model is particular to the US and to families with Jewish and Christian heritages, its premises and structure have significant potential to be adaptable to other religious combinations and other cultures and countries. After reviewing relevant literature and situating the IFC model in the global and US contexts, the paper sets out to clarify the importance of the concept, describe its elements, and discuss its implications for religious education in this time of changing ethos and demography.  相似文献   

Effects of ABRACADABRA Instruction on Spelling in Children With Autism Spectrum Disorder     

Benjamin Bailey  Roger J. Stancliffe 《Scientific Studies of Reading》2017,21(2):146-164

This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5–11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based instruction using ABRACADABRA over a 13-week period. Results showed no change in children’s conventional spelling accuracy skills following ABRACADABRA instruction. However, an analysis of spelling attempts using the Computerized Spelling Sensitivity System (Masterson & Hrbec, 2011) revealed statistically significant gains in linguistic spelling accuracy for children in the instruction group relative to the waitlist control group, with large effect sizes. These findings suggest that ABRACADABRA improves aspects of spelling ability in children with ASD and that the Computerized Spelling Sensitivity System is a useful tool for detecting changes in the spelling abilities of children with ASD following literacy instruction.  相似文献   

Auditory processing disorder: School psychologist beware?     

Benjamin J. Lovett 《Psychology in the schools》2011,48(8):855-867

An increasing number of students are being diagnosed with auditory processing disorder (APD), but the school psychology literature has largely neglected this controversial condition. This article reviews research on APD, revealing substantial concerns with assessment tools and diagnostic practices, as well as insufficient research regarding many claims about APD, including claims about popular interventions for the condition. Also discussed are the relationships between APD and other high‐incidence disability conditions that school psychologists work with frequently. The article concludes with concrete recommendations for school psychologists when faced with students who are referred for symptoms of APD, as well as strategies for determining services for students who present with an APD diagnosis. © 2011 Wiley Periodicals, Inc.  相似文献   

The negative effect of school-average ability on science self-concept in the UK,the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006     

Benjamin Nagengast  Herbert W. Marsh 《教育心理学》2011,31(5):629-656

Research on the relation between students’ achievement (ACH) and their academic self-concept (ASC) has consistently shown a Big-Fish-Little-Pond-Effect (BFLPE); ASC is positively affected by individual ACH, but negatively affected by school-average ACH. Surprisingly, however, there are few good UK studies of the BFLPE and few anywhere in the world based on science self-concept (S-ASC). Addressing this substantive limitation in existing research with data from PISA 2006, we extend new multigroup doubly-latent multilevel structural equation models – a substantive-methodological synergy. BFLPE predictions for S-ASC are supported for: the total international sample; the total UK sample; each of the four UK countries considered separately. The BFLPE was marginally larger in the UK than the international sample. However, consistent with the selective nature of school systems in the UK, the BFLPE was larger in Northern Ireland and, to a lesser extent, England than in Scotland or Wales.  相似文献   

Navigating implementation dilemmas in technology-forcing policies: A comparative analysis of accelerated smart meter diffusion in the Netherlands,UK, Norway,and Portugal (2000-2019)     

F.W. Geels  S Sareen  A. Hook  B.K. Sovacool 《Research Policy》2021,50(7):104272

This paper addresses the implementation of technology-forcing policies in open-ended diffusion processes that involve companies and regulators as well as consumers and civil society actors. Mobilising insights from the societal embedding of technology framework and policy steering theories, we investigate two implementation dilemmas that relate to an overarching tension between flexibility (to enable technological learning and stakeholder engagement) and coordinated push (to focus actors and drive deployment): a) early or late formulation of initial targets, and b) technocratic or emergent-adaptive implementation styles. We investigate these dilemmas with four comparative case studies of smart electricity meters between 2000 to 2019, which diffused rapidly in the Netherlands, Norway, and Portugal, but decelerated in the UK. We relate these differences to policy choices, and identify two patterns for successful implementation of technology-forcing policies: a) start with early targets and a technocratic style, but make adjustments if there are substantial protests or technical problems, and b) start with an emergent-adaptive style and formulate and enforce targets later, once technical and social stabilisation has occurred.  相似文献