Material Review     

John Carr Duff 《Clearing house (Menasha, Wis.)》2013,86(7):430-431

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Confluence     

David Carr 《Curator: The Museum Journal》2008,51(3):241-251

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ASERA: brief histor(y/ies)     

Richard White  Paul Gardner  Malcolm Carr  Alister Jones  Ken Appleton  Marilyn Fleer  Christine Redman  Vaille Dawson  Wen-Hua Chang  Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(2):263-301

This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.

Stephen M. RitchieEmail:

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Paradigm wars, dialogue or dance: is rapprochement possible and/or desirable?     

Bal Chandra Luitel  Elisabeth Settelmaier  Les Pereira  Paula Joyce  Emilia Nhalevilo  Alberto Cupane  Peter Charles Taylor 《Cultural Studies of Science Education》2009,4(3):529-552

In focusing on the Kincheloe and Tobin paper, ‘The Much Exaggerated Death of Positivism,’ this forum explores the hegemony of positivism in the professional practices of a group of educators whose research expertise lies in the fields of science education, mathematics education and leadership education. Responding to the first question, ‘What is your personal/professional experience of the hegemony of positivism?’, four key issues arise: is positivism part of the external world or is it within us (and thus what is our agency)?, the role of positivism as a driver of Western cultural imperialism, dualism as the chief logic of positivism, and the difficulty of responding to positivism from a pluralist perspective. The second question, ‘Is rapprochement between positivism and other paradigms possible and/or desirable without being re-colonised?’, raises a number of key issues that, although relatively new to science education, are of increasing interest to cultural studies researchers keen to embrace alternative research paradigms with which to create culturally inclusive science curricula. The discussants reveal their personal experiences of being marginalised by the hegemony of positivism and give voice to a range of opinions about how best to respond. The integral perspective of spiral dynamics is proposed as a model of paradigm evolution, our fundamental assumptions about modern progress are questioned, and the non-dualist logic of dialectics is explored as a more inclusive rationality for researchers. In the spirit of counter-hegemonic cultural studies, the discussants draw on their personal Buddhist and Hindu perspectives to open new doorways into complex ontological systems lying beyond the simplistic materialism of crypto-positivism. We are given a glimpse of powerful means of generating new insights into the emergent universe (within and without) that an evolving science endeavours to explain.  相似文献   

Computing as Writing,     

Reviewed by Allison D. Carr 《The Information Society》2017,33(2):96-97

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Spiritual Language and the Ethics of Redemption: a Reply to Jim Mackenzie   总被引：2，自引：0，他引：2  

D. Carr 《Journal of Philosophy of Education》1999,33(3):451-461

I argue in this paper that Jim Mackenzie's critique of my recent work on religious and spiritual education fails on two main counts. First, his imputation to me of a confessional approach to religious education is simply misdirected, insofar as my previous papers are quite clearly concerned to sketch an alternative to both confessional and phenomenological approaches. Secondly, his attempt to reduce my 'spiritual truths' to moral and other claims turns on some question-begging decontextualisation of such judgements, as well as upon demonstrable ambiguities in his use of the terms 'moral' and 'soul'. In particular, I argue that the language of spirituality is indexed to an 'ethics of redemption' which is clearly distinguishable from any discourse of secular morality.  相似文献   

Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes     

Mary E. Bratsch-Hines  Robert Carr  Eleni Zgourou  Lynne Vernon-Feagans  Michael Willoughby 《Child development》2020,91(6):1854-1864

This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver–child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver–child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills.  相似文献   

Analyzing University of Virginia Health publications using open data,Python, and Streamlit     

Anson Parker  Abbey Heflin  Lucy Carr Jones 《Journal of the Medical Library Association》2021,109(4):688

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Preface to the Special Issue on Performance Technologist Preparation: Investing in Our Future     

Alison A. Carr 《Performance Improvement Quarterly》1995,8(4):3-5

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The seven factors of performance     

Clay Carr 《Performance Improvement》1994,33(10):9-9

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