Elizabeth Anderson interviewed by John White     

ELIZABETH ANDERSON  JOHN WHITE 《Journal of Philosophy of Education》2019,53(1):5-20

The distinguished US philosopher Elizabeth Anderson, who teaches at the University of Michigan, answers questions put to her by John White about educational aspects of her work in moral and political philosophy. She begins by describing her indebtedness to Dewey in his views on developing students’ capacities for intelligent enquiry and as citizens in a democracy. She elaborates on this in her emphasis on children learning fraternally together with others of diverse class, racial and ethnic backgrounds. She also discusses the control of education, looking at the role of the state and other political authorities in education, the charter school movement and home schooling. Well‐known for her views on democratic equality (as distinct from equality of fortune) and on an adequacy criterion of fairness, she shows how these ideas apply to education for a democratic society. This takes her into critical discussions of equality of educational opportunity, education as a positional good, and the rich variety of educational aims fitting a democracy of equals. Anderson has also written about the errors of theistic religion as well as two award‐winning recent books on the imperative of social integration and on the authoritarian powers of employers. Developing these thoughts in an educational direction, she writes here about religious and moral education, problems with assimilationist and multicultural approaches to schooling, and preparation for work as an educational aim.  相似文献   

The American College Town by Blake Gumprecht     

JOHN R. THELIN 《History of education quarterly》2010,50(3):402-404

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Student Involvement in University Life — Beyond Political Activism and University Governance: a view from Central and Eastern Europe     

ROSITSA BATESON  & JOHN TAYLOR 《European Journal of Education》2004,39(4):471-483

Since the 1980s and early 1990s, much attention has focused on the position of students as stakeholders in the process of higher education. The importance of student evaluation is now widely recognised; in many countries, the move toward fee‐based funding has increased the power of students as ‘consumers’ of their education. At the same time, it is often asserted that students are reluctant to participate in university life, concerned primarily (sometimes exclusively) with obtaining their formal qualification and less with wider aspects of higher education. The views and attitudes prevalent in the student population and within institutions themselves on such issues vary widely. This debate is an international one, but is especially relevant in the rapidly changing higher education systems of Central and Eastern Europe.  相似文献   

A Computer Application of Recurrence Formulae for Means and Standard Deviations     

JOHN S. CROUCHER 《Teaching Statistics》1984,6(3):81-82

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Another Look at the National Survey: The Problem Won't Go Away     

JOHN MORACCO 《Counselor Education & Supervision》1977,17(2):150-155

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Art and Design: Assessment and Public Examinations     

JOHN STEERS 《The International Journal of Art & Design Education》1994,13(3):287-297

This paper originally was prepared for presentation to an international audience - I make this point because readers familiar with formal assessment of art and design in the United Kingdom will feel that they are familiar with many of its key points. However the very familiarity of the various examination procedures sometimes may obscure the basic principles on which they have been developed and there may be value to be derived, from time to time, from reiterating some of these principles. So, when appropriate, I intend to illustrate points by referring to some recent art and design assessment developments and documentation in England and Wales. However I should stress that it is not my intention to argue that any of the British approaches necessarily should be seen as ideal models to be emulated by others: in practice, it is generally recognised that these approaches are far from perfect and all the assessment procedures to which I refer tend to be in an almost constant state of revision and development.  相似文献   

Counselor Use of Multifactor Intelligence Tests,or: What Happened?     

JOHN L. SHULTZ  ALICE E. KLEIN 《Counselor Education & Supervision》1972,12(1):51-56

The initial purpose of this study was to determine how counselors used information yielded by multifactor intelligence tests. Data from questionnaires sent to secondary school counselors in two states, however, revealed enormous percentages of nonclassifiable responses regarding these tests. The proportion of nonclassifiable responses varied from 38 percent on questions concerning where different scores were recorded to 70 percent on questions concerning which IQ scores were most and least predictive of scholastic achievement. Consequently, the study concentrated on the reasons for the large number of unusable responses. The findings seemed to indicate a tendency on the part of counselor educators to downgrade the importance of accurate test interpretation.  相似文献   

Educational Assessment: reply to Andrew Davis   总被引：1，自引：0，他引：1  

CHRISTOPHER WINCH  JOHN GINGELL 《Journal of Philosophy of Education》1996,30(3):377-388

Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of education. Teaching to tests is the most natural way of ensuring that teaching matches assessment. Failure to assess places public education in jeopardy.  相似文献   

Cognitive Style in Counselor Education: A Comparison of Practicum Supervisors and Counselors in Training     

JOHN C. CAREY  KATHY S. WILLIAMS 《Counselor Education & Supervision》1986,26(2):128-136

The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers-Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett-Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing-Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study.  相似文献   

Slins and arrœs*     

JOHN DOWNING 《Literacy》1972,6(1):20-26

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