“Not Censorship but Selection”: Censorship and/as Prizing     

Kenneth Kidd 《Children‘s Literature in Education》2009,40(3):197-216

This essay calls for a fresh critical approach to the topic of censorship, suggesting that anticensorship efforts, while important and necessary, function much like literary prizing. The analysis draws especially on James English’s recent study The Economy of Prestige. There are two central arguments: first, that the librarian ethic of “selection”––introduced by Lester Asheim in 1953 as a counterpoint to censorship––has contributed to the unfortunate construction of the censor as a “moron”; and second, that anticensorship efforts more generally tend toward uncritical canon-making, attributing value to books simply because they’ve been censored or (more typically) challenged.

Kenneth KiddEmail:

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Are We Ready to Recommend a College Readiness Index? A Reply to Gaertner and McClarty (2015)     

Rory A. Lazowski  Kenneth E. Barron  Jeff J. Kosovich  Chris S. Hulleman 《Educational Measurement》2016,35(3):26-29

In an article published in Educational Measurement: Issues and Practice, Gaertner and McClarty (2015) discuss a college readiness index based, in part, on nonacademic or noncognitive factors measured in middle school. Such an index is laudable as it incorporates important constructs beyond academic achievement measures that may be important in assessing college readiness. It also holds potential in identifying areas of need at a critical time and can theoretically inform important interventions that may be necessary prior to the later stages of high school. However, one of the noncognitive factors—motivation—appeared to be theoretically incomplete, underrepresented, and contained items irrelevant to the construct of academic motivation. We offer our concerns about the validity of this factor as measured by the index and the associated implications about the consequences of using this to inform educational interventions. Through this commentary, we hope to offer constructive feedback on future research that can build upon Gaertner and McClarty's important work.  相似文献   

Assessment of a Small Group Semester‐Long Project          下载免费PDF全文

Kenneth R. Albone 《Assessment Update》2015,27(1):1-16

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Predicting the Future: Library Technologies to Keep in Mind     

Kenneth J. Varnum 《International Information and Library Review》2017,49(3):201-206

It can be difficult to keep up with library technology, let alone with technology in general. This essay describes several technology trends (virtual reality, augmented reality, the Internet of Things, and adoption of a “buy the data, build the interface” approach to service provision) that librarians should be aware of as they are likely to prove foundational to the services libraries will offer, as well as the services library users will expect.  相似文献   

AGING AND DISABILITY: TOWARD A UNIFYING AGENDA     

Irving Kenneth Zola 《Educational gerontology》2013,39(5):365-387

The aged and the disabled have traditionally been split into two opposing camps by providers of services and themselves. With focus on five cross‐cutting phenomena—their prevalence the ever‐changing nature of their conditions their reactions to both the technicalization and medicalization of their care and the full implications of the home care revolution—for the importance of their finding a common ground is argued. The last section delineates the process by which such a unifying agenda might come to be.  相似文献   

Students’ conceptions of biology     

Garth D. Benson  Kenneth G. Jacknicke 《International journal of qualitative studies in education》2013,26(4):329-342

The argument in this paper has two parallel strands. One describes students’ conceptions of biology; the other uses Habermas’ epistemological framework as a way of suggesting alternative curricular questions. The two strands are brought together, since the research methodology is the situational‐interpretive curriculum orientation, and the findings are considered from this orientation. Thus, the data from the first strand is examined from the second strand, and consequently, new questions arise.

With traditional knowing, science education researchers “know” how students conceive of the science they are learning by having students react to statements of the researcher's conception of science. This way of knowing has been criticized because it depends upon the researcher's set of ways of looking at students’ conceptions. As such, it does not treat students’ knowledge as a first‐order phenomena; knowing is, rather, a second‐order phenomena since it is filtered through another person's conceptions. In this study the Habermasian framework is used as an alternative perspective of knowledge which allows students’ conceptions to be examined at the level at which the conceptions were constructed.

The study suggests that students conceptualize biology from three distinct philosophical positions; but when these positions are considered from the Habermasian framework, they all are examples of the empirical‐analytic tradition. As such, the students’ conceptions have not gone beyond explanatory knowledge, and this raises questions about the curriculum.  相似文献   

Variations on a Theme: Research     

Barbara J. Benham  Kenneth A. Tye 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):405-409

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Corporate schooling meets corporate media: Standards,testing, and technophilia     

Kenneth J. Saltman 《Review of Education, Pedagogy & Cultural Studies》2016,38(2):105-123

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Reactions Against Social Atomism: Sumner's Folkways     

Kenneth Benne  William Stanley 《The Educational forum》2013,77(1):51-62

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Would we lie to you?     

Boyd  Kenneth 《Metascience》2021,30(3):397-400

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