THE USE OF ENGLISH AND OF GENERAL STUDIES     

DOUGLAS BROWN 《Higher Education Quarterly》1960,15(1):13-23

  相似文献   

A NOTE ON THE DETERMINATION OF "ACCEPTABLE" PERFORMANCE IN THORNDIKE'S STANDARD OF FAIR SELECTION     

CHARLES BROWN 《Journal of Educational Measurement》1980,17(3):203-209

  相似文献   

Catherine: A Case Study     

MERRIL BROWN 《English in Education》1979,13(2):19-22

  相似文献   

Double anonymity in peer review within the chemistry periodicals community     

Richard J.C. BROWN 《Learned Publishing》2007,20(2):131-137

Surveys of the opinions of the scientific community on types of peer‐review system, especially the use of double anonymity, remain sparse. This work has canvassed the opinion of 1,439 editors‐in‐chief, editors and editorial board members of journals by all major publishers in chemistry, on the use of double anonymity in the peer‐review process. This is the first time such a survey has been conducted within the chemistry periodicals community. Data were gathered by means of an e‐mail questionnaire, the response rate to which was 25.7%. The results of the study are presented. Analysis of the data, with some supporting discussion, is provided.  相似文献   

Anxiety and Empathy in a Counseling and Guidance Institute     

WILLIAM W. PENNSCOTT  DARINE F. BROWN 《Counselor Education & Supervision》1972,11(4):257-261

This article investigates the relationship between anxiety and the development of empathy in counselor trainees during a full-year counseling and guidance institute. Anxiety was assessed three times during the program and empathy twice. It was found that anxiety decreased significantly during the course of the institute. No significant relationship was found between anxiety and empathy changes. It appears that such changes in trainees may be related to length of training. It is suggested that research concerning effects of training be longitudinal and focus on trainee change throughout the training period.  相似文献   

The Role of Universities in the ‘Cultural Health’ of their Regions: universities' and regions' understandings of cultural engagement     

LESLEY DOYLE 《European Journal of Education》2010,45(3):466-480

As Arbo and Benneworth (2007) have alerted us, higher education institutions are now expected not only to conduct education and research, but also to play an active role in the development of their economic, social and cultural surroundings. They call this the ‘regional mission’ of HEIs. This paper is concerned with cultural engagement. Research on universities’ cultural engagement in their regions and the impact of that engagement is still in its infancy, partly because there are different understandings of ‘culture’ and of what ‘engagement’ entails. In this paper, qualitative data from the reports of mixed teams of academics and regional administrators involved in a large international project designed to improve universities’ regional engagement are analysed and discussed. The on-going study — PASCAL Universities' Regional Engagement (PURE) — investigates the role of HEIs in their regions across in a variety of fields such as the economy, community development, the environment and others. This article analyses the data from the study to identify the different perspectives universities and regions have of cultural engagement. The aim here is to demonstrate the value of PURE in facilitating the development of mutual understanding both between universities through a common language and between universities and their regions in respect of mutual expectations. For example, particularly difficult to de-construct is universities’ engagement with disadvantaged communities (Doyle, 2007) but Powell's (2009) work suggests that universities might engage more broadly and effectively ‘through better knowledge sharing and co-creation with business and community partners’ to become ‘real drivers of creative change in developing socially inclusive projects’. Others have written about the educational role of universities in developing a ‘lifelong learning culture’ in their region (European Universities’ Charter on Lifelong Learning, 2008).  相似文献   

The Case of M and D in Context: Iris Murdoch,Stanley Cavell and Moral Teaching and Learning     

LESLEY JAMIESON 《Journal of Philosophy of Education》2020,54(2):425-448

Iris Murdoch's famous case of M and D illustrates the moral importance of learning to see others in a more favourable light through renewed attention. Yet if we do not read this case in the wider context of Murdoch's work, we are liable to overlook the attitudes and transformations involved in coming to change one's mind as M does. Stanley Cavell offers one such reading and denies that the case represents a change in M's sense of herself or the possibilities for her world of the kind exemplified by Nora in Ibsen's A Doll's House. In this essay, I challenge Cavell's reading, suggesting that the case, while it may not be an exemplar of the perfectionist outlook as described by Cavell, can and should be interpreted in perfectionist terms. To see this, I reflect on Murdoch's views on the endless perfectibility of language, the importance of humility, and the role of love and attention in moral learning. I conclude that Murdoch's work uniquely sheds light on how we might cultivate a perfectionist outlook in ourselves and others, and describes the distinctive role that some novels can play in moral education.  相似文献   

Reading for meaning: problematizing inclusion in Indonesian civic education     

MARY FEARNLEY‐SANDER  LESLEY HARBON 《International Journal of Inclusive Education》2013,17(2):203-219

This paper reports on the use of the Index for Inclusion in five socioeconomically different primary school contexts in Indonesia. The research was designed and developed through Australian and Indonesian teachers and teacher educators collaborative efforts over a year. The work took place during the post‐Suharto reform period and focuses on the field of Civics education. The research examines what the ethic of inclusion means to teachers participating in political and educational democratization as they attempt to embrace and develop citizenship classroom practices that feature respect for difference. The theoretical interest is in both citizenship theory and inclusion; showing how the civic cultures of school and nation intersect; and the implications of that intersection for inclusion theory and cross‐cultural theorizing of inclusion more broadly.  相似文献   

Equality of Opportunity for Education: One‐off or Lifelong?     

ALEXANDER BROWN 《Journal of Philosophy of Education》2006,40(1):63-84

Adult education has long been the Cinderella of the education system. This is not helped by the fact that there is currently an impasse between employers, government and individuals over who should finance such training. So what, if anything, can philosophers do to help resolve the normative question of who ought to pay, setting aside for the moment the practical question of how this might be put into effect? An important strand of contemporary egalitarian philosophy argues that equality of opportunity for education should be implemented in such a way that children with the same level of talent and the same willingness to make an effort have the same opportunity to attain skills and qualifications such that they are each able (at the onset of adult life) to compete effectively with others for advantageous positions and rewards in society. But what about children or teenagers who drop out of education or make such little effort that they achieve wholly inadequate exam results? Should they be offered second and third chances for free education as adults funded by the state? A case is made for lifelong as opposed to one‐off equality of opportunity for education on a number of grounds, including efficiency, utility, the value of choice, the social bases of self‐respect and responsibility‐catering prioritarianism. This last view supports lifelong access to education (for reasons of priority) but with the additional (responsibility‐catering) stipulation that adults should contribute at least some of the costs themselves in so far as they are accountable for not making enough effort the first time around.  相似文献   

A study of three methods of helping children with reading difficulties     

J. RICHARDSON  JOAN BROWN 《Literacy》1978,12(2):10-21

  相似文献