The adonis experiment     

MANODARSHANI DAVID  GILLIAN MARTIN 《Health information and libraries journal》1989,6(4):193-199

Impact and image: improving the library's contribution*     

MICHAEL CARMEL 《Health information and libraries journal》1986,3(2):94-100

Users of biomedical libraries*     

MICHAEL CARMEL 《Health information and libraries journal》1986,3(1):28-34

Is Entropy Relevant to the Asymmetry Between Retrodiction and Prediction?     

BARRETT  MARTIN; SOBER  ELLIOTT 《The British journal for the philosophy of science》1992,43(2):141-160

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Utilising creative methodologies to elicit the views of young learners with additional needs in literacy     

LOUISE LONG  THÉRÈSE MCPHILLIPS  MICHAEL SHEVLIN  RON SMITH 《Support for Learning》2012,27(1):20-28

The research described in this article aimed to explore and examine the dominant ‘assessment’ and ‘participation’ stories of upper‐primary pupils with long‐standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased and also how they perceive themselves as literacy learners. This qualitative small‐scale study adopted a case study approach and utilised creative methodologies in the context of focus groups to investigate sensitively the views and experiences of Key Stage 2 pupils with additional needs in literacy. The findings discussed here are based on the outcomes from the four Northern Irish schools that participated in the original cross‐border (Northern Ireland/Republic of Ireland) study. Findings are discussed in the context of strategies for promoting holistic and empowering pathways for learners with additional needs in literacy.  相似文献   

Play's the Thing: Wherein We Find How Learning Can Begin          下载免费PDF全文

MICHAEL LUNTLEY 《Journal of Philosophy of Education》2018,52(1):36-53

In this paper I outline an answer to the following question: What are the abilities that make you the sort of subject who can learn, who can acquire new concepts, new skills? There are many traits that matter in providing an answer. But I want to suggest that the ability for creative and imaginative engagement with and sustenance of the playful patterns of our aesthetic experience is core. I identify a core sense of play that fills this role. Play's the thing that makes learning possible. The ability to imaginatively explore non concept‐involving patterns to experience—the aesthetics of experience—is foundational for learning and should be at the heart of any serious pedagogy.  相似文献   

Teachers and the Academic Disciplines          下载免费PDF全文

MICHAEL FORDHAM 《Journal of Philosophy of Education》2016,50(3):419-431

Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant by ‘discipline’ would be required. In order to achieve this, it is necessary to make a distinction between a ‘discipline’ and a ‘profession’ and not to conflate the practice of the discipline with the practice of professional academics. Such a distinction makes it possible to argue that teachers are engaged in the practice of the discipline they teach. As recent developments in social epistemology and the sociology of knowledge have suggested, it is indeed not just possible, but arguably necessary, to understand teachers in these terms. In seeking to understand what it means to be a teacher, there is thus much to be gained from further reflection as to the relationship between a teacher and his or her academic discipline. The reconsideration of this relationship might well cause us to challenge the idea that teaching is a form of generic activity.  相似文献   

Historical Explanation: Re-enactment and Practical Inference     

MICHAEL HAMMOND 《Philosophical Books》1980,21(3):187-191

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Wittgenstein, Ethics and Aesthetics: The View from Eternity     

MICHAEL LEAHY 《Philosophical Books》1992,33(2):124-126

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Soldiers to Citizens: The G.I. Bill and the Making of the Greatest Generation by Suzanne Mettler     

DEANNA L. MICHAEL 《History of education quarterly》2009,49(4):581-583

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