What's Really Wrong with Constructive Empiricism? Van Fraassen and the Metaphysics of Modality     

Ladyman  James 《The British journal for the philosophy of science》2000,51(4):837-856

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Book reviews     

Arthur Gillette  James A. Draper 《Prospects》1987,17(2):311-321

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Academic freedom and religious identity: The charles curran case     

James Hitchcock 《Academic Questions》1987,1(1):48-54

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Using Rhetorical/Relational Goal Theory to Examine College Students’ Impressions of Their Instructors     

Scott A. Myers  James P. Baker  Heather Barone  Stephen M. Kromka  Sara Pitts 《Communication Research Reports》2018,35(2):131-140

Guided by rhetorical/relational goal theory, the purpose of this study was to examine whether students’ impressions of their instructors’ credibility, attraction, and homophily are influenced by four specific rhetorical and relational communication behaviors that instructors use when communicating with their students in the classroom. Participants were 193 undergraduate students enrolled in a variety of introductory communication courses at a large mid-Atlantic university. Using a series of multiple regression analyses, it was found that (a) clarity emerged as the sole indicator of instructor competence, trustworthiness, and task attraction; (b) clarity and confirmation emerged as indicators of goodwill; and (c) humor and confirmation emerged as indicators of social attraction and attitude homophily.  相似文献   

Some observations on the current state of book reviewing in the social sciences          下载免费PDF全文

James Hartley 《Learned Publishing》2018,31(2):169-171

Key points

• The number of printed book reviews in the social sciences is currently declining.
• The number of online book reviews is currently increasing.
• There are ways of measuring the impact of book reviews so that they can be included in research assessment exercises.

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Students’ Self-Determination as a Consequence of Instructor Misbehaviors     

James P. Baker  Alan K. Goodboy 《Communication Research Reports》2018,35(1):68-73

The study applied self-determination theory to examine detrimental effects of instructor misbehaviors in the college classroom. Participants were 223 undergraduate students who reported on their instructor’s antagonism and lecture misbehaviors in a course, along with their basic psychological need fulfillment (i.e., autonomy, competence, relatedness) and intrinsic motivation to learn. Results indicated that (a) lecture misbehaviors were more detrimental to students’ competence and relatedness than antagonism misbehaviors; and (b) students’ intrinsic motivation to learn was influenced by students’ basic psychological needs and instructor misbehaviors.  相似文献   

Philosophical perspectives on teacher education     

James Noble-Rogers 《师资教育杂志》2018,44(1):125-126

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Discursive shifts: the Labour party,economic relations and social justice     

James Avis 《British Journal of Sociology of Education》2005,26(4):547-553

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Five years of strategic environmental assessment efforts at a research university: A case study of an organizational innovation     

Professor James C. Hearn  Dr. Richard M. Clugston Ph.D.  Richard B. Heydinger 《Innovative Higher Education》1993,18(1):7-36

This study examined the emergence and subsequent five-year history of environmental scanning at a large research university. Proponents of strategic approaches to management in organizations usually recommend environmental scanning as a necessary support for effective decision making. The technique seeks to build systematic understanding of the external environment of the organization, via ongoing reconnaissance of relevant developments in technology, the economy, the political and legal arenas, and the larger society. Scanning's fit with educational organizations may be problematic, however. Over time, scanning efforts on the campus studied here became less theory-based and less centralized, and scanning failed to become an institutionalized innovation. The difficulties in institutionalizing scanning are traced to six factors: limitations posed by organizational structure, an absence of powerful champions, constraints from the organizational culture, the existence of a policy vacuum surrounding scanning efforts, the daunting demands of such efforts themselves, and questionable articulation with the fundamental goals and mission of the institution. The analysis suggests that the generic scanning model seems unlikely to win acceptance in research universities without substantial modification.His research and his teaching focus upon organization and policy in higher education. Among his current research projects are an investigation of the changing demography of the professoriate and a study of the effects of the ongoing centralization of higher-education governance at the state level in the U.S. His Ph.D. is from Stanford University.His primary focus is assisting academic disciplines and institutions in developing ecologically sensitive curricula and sustainable practices.He received his Ph.D. from the University of Michigan.  相似文献   

Flexible coursework delivery to Australian postgraduates: How effective is the teaching and learning?   总被引：2，自引：0，他引：2  

Kate Beattie  Richard James 《Higher Education》1997,33(2):177-194

The educational implications of non-traditional delivery methods atpostgraduate level are not yet well understood. A major question is whetheradvantages of access and flexibility are accompanied by trade-offs inlearning experiences and outcomes. In this paper we address the effectivenessof delivery methods currently used in postgraduate coursework programs inAustralia. We draw heavily on a national study of flexible delivery methodsin postgraduate education, conducted in 1995.Following a nation-wide survey, we investigated the effects of deliverytechnologies on learning and teaching in seven postgraduate courses.Information was collected, mostly by taped interview, from staff andstudents, and also from course documentation. We present here a typology,based on teaching and learning characteristics, by which we found it usefulto group delivery methods. We identify and discuss four major issuesconcerning the effects of these delivery methods on learning and on teaching,under the headi ngs learner control of learning, interaction and socialexchange, teachers as supporters of student learning and feedback inteaching. As well, we report, according to the typology, the effects ofspecific technologies on teaching and learning.We conclude that on the score of encouraging intellectual independencemany non-traditional delivery methods are fairly robust – on managingcomplexity or uncertainty and encouraging a lively critical inquiry, theyfare less well. From what we have seen, the most effective strategies atpostgraduate level use integrated delivery approaches to create flexiblelearning environments with premiums on individual time management andpractical application of learning. Considerably more detailed evaluation ofthe resulting learning outcomes is needed.  相似文献