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CHERYL L. REED JOHN F. FELDHUSEN ADRIAN P. VAN MONDFRANS 《Journal of Educational Measurement》1972,9(3):181-187
The present study was concerned with the prediction of first year grade point averages of associate degree nursing students. The primary objective of this investigation was to determine whether the inclusion of quadratic and/or interaction terms in a regression model would improve the prediction of student nurses' grade averages. The predictor battery included cognitive, biographical, and personality variables. Results indicated that interaction and quadratic terms improve both the predictability of grade point averages and the replicability of these predictions. The inclusion of higher order terms in prediction research is suggested as a means of improving predictive efficiency. 相似文献
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The article is an essay on Naoko Saito's recently published book American Philosophy in Translation. We attempt to draw out the central argument of the book as it moves through its eight chapters. The author finds that American philosophy, which she takes to be rooted in pragmatism, whilst it owes much to Dewey, needs to be reconstructed in order to meet contemporary political challenges, with their implications for political education. She asks questions such as what is the place of the tragic sense of life in philosophical thought? What is a philosophy of affirmation and chance? How are we to understand the significance of the untranslatable? What are these connections between transcendence, translation and transformation? More specifically, how are we to understand the distinction between philosophy in translation and philosophy as translation? And how does all this offer us new ways of thinking about the current state of democracy, political education and education more generally? One specific suggestion is that an education in foreign language can be transformative in terms of political education. The article concludes that Saito's project throws up some important ideas that are pertinent to our times. We question the central idea regarding language education, whilst we welcome this scholarly volume. 相似文献
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ADRIAN SKILBECK 《Journal of Philosophy of Education》2020,54(4):960-974
‘Listen to the scientists.’ It is a refrain that Greta Thunberg has used on a number of occasions to impress upon us that we are running out of time if we want to halt the slide towards catastrophe. Now is the time to discuss the findings of science, and science education is the natural place to do so. And yet, there is no obvious, designated place for serious discussion about its findings. What is it that makes the appeal to science so powerful and yet makes discussion of meaningful action so difficult? Bruno Latour has problematised the self-understanding of science and how it has removed itself from our capacity to express our interest in the world and what matters to us. However, one of the significant features that is emerging from the climate crisis is that science is once again enabling us to do so. The terms in which we express our understanding of the world are being rethought. Taking this further, I turn to Stanley Cavell, for whom our capacity to word the world is tied to our capacity for expression and the animation of language. Cavell offers us a means of understanding how and why our words matter. For young people, it is crucial that they believe their voices can be heard if the kind of transformation needed to avoid environmental catastrophe is to take place. The role of educators is to support them in this. In order to do so, education itself may need to be transformed. 相似文献
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