Educational Research and Policy: Epistemological Considerations     

DAVID BRIDGES  MICHAEL WATTS 《Journal of Philosophy of Education》2008,42(Z1):41-62

This article is centrally concerned with the sort of knowledge that can and should inform educational policy—and it treats this as an epistemological question. It distinguishes this question from the more extensively explored question of what sort of knowledge in what form policy‐makers do in fact commonly take into account. The article examines the logical and rhetorical character of policy and the components of policy decisions and argues that policy demands a much wider range of information than research typically provides. Either the research task or commission has to be substantially extended or the gap will be filled by information or thinking that is not derived from research. One of the gaps between research of an empirical kind and policy is the normative gap. In the final section the article points to the inescapably normative character of educational policy. Of course the values that inform policy can be investigated empirically, but this kind of enquiry cannot tell us what we should do. There is a role for research/scholarship and more rather than less intelligent and critical argumentation in addressing these normative questions as well as the empirical questions that underpin policy.  相似文献   

Editorial—Thinking about quality     

MICHAEL CARMEL 《Health information and libraries journal》1996,13(4):183-185

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Legal Reasoning and Legal Theory     

MICHAEL CLARK 《Philosophical Books》1980,21(3):162-164

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Laudan's Problem Solving Model     

MICHAEL AKEROYD  F. 《The British journal for the philosophy of science》1993,44(4):785-788

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Upper extremity augmentation of lower extremity kinetics during countermovement vertical jumps     

MICHAEL E. FELTNER  DANIEL J. FRASCHETTI  ROBERT J. CRISP 《Journal of sports sciences》2013,31(6):449-466

Twenty-five volleyball players (14 males, 11 females) were videotaped (60Hz) performing countermovement vertical jumps with and without an arm swing. Ground reaction force and video-based coordinate data were collected simultaneously. The resultant joint force and torque at the hip, knee, ankle and shoulder for two trials per subject per condition were computed and normalized. Average kinematic, resultant joint force and torque data were compared using repeated-measures analysis of variance. Larger values were recorded for the vertical velocity of the centre of mass at take-off in the jumps with (mean 2.75, s=0.3m.s-1) versus without (mean 2.44, s= 0.23m.s-1) an arm swing. The jumps with no arm swing produced larger torques at the hip during the first third of the propulsive phase (from zero to maximum vertical velocity of the centre of mass). During the final two-thirds of the propulsive phase, the arm swing augmented hip extensor torques by slowing the rate of trunk extension and placing the hip extensor muscles in slower concentric conditions that favoured the generation of larger forces and resultant joint torques. During the first two-thirds ofthe propulsive phase, knee extensor torque increased by 28% in the jumps with an arm swing, but maintained a relatively constant magnitude in the jumps with no arm swing.  相似文献   

Non-vocational Adult Education and its Professionals in the United Kingdom     

MICHAEL OSBORNE  & KATE SANKEY 《European Journal of Education》2009,44(2):271-289

In this overview of non-vocational adult education and the training of its professionals we seek to provide a map of existing provision through secondary analysis of existing data. The territory is a complex one with a range of providers and considerable blurring of the vocational and non-vocational divide. Further, because of devolution within the four countries of the UK, there are certain relatively minor differences in the four administrations. Where these are of some significance, they are noted, but in general the specific focus is on England. Our analysis is based on data gathered as part of the Europe-wide ALPINE survey. Our secondary data are augmented by personal interviews with key informants representing different parts of the adult education sector.  相似文献   

Grounds of Liability: An Introduction to the Philosophy of Law     

MICHAEL A. MENLOWE 《Philosophical Books》1987,28(1):51-54

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Groundwork oj Philosophy of Religion     

MICHAEL J. COUGHLAN 《Philosophical Books》1987,28(4):244-246

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Responsibility and Atonement     

MICHAEL DURRANT 《Philosophical Books》1990,31(3):190-192

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MULTIDIMENSIONAL ANALYSIS OF A PERSONALITY-BASED TEST OF CREATIVE POTENTIAL     

GARY A. DAVIS  MICHAEL J. SUBKOVIAK 《Journal of Educational Measurement》1975,12(1):37-43

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