Ethics and economics: A comment on Narvaez‘s “Revitalizing human virtue by restoring organic morality”     

Gerhard Minnameier 《Journal of moral education》2016,45(3):248-255

This paper comments on Darcia Narvaez's Kohlberg Memorial Lecture, published in this issue, with respect to her contrasting ethics and economics, or morality and market. My basic claim is that ethics and economics, properly understood, are just two sides of the same coin. One main point is that all morality solves cooperation problems and includes positive and negative sanctions to uphold it. The second claim is that competition in market economies is, in principle, ethically justified, and where it creates a problem, it is not just an ethical problem, but by the same token an economic one with which economists are concerned.  相似文献   

Editorial: Data Use—a Key to Improve Teaching and Learning?     

Stephan Gerhard Huber  Guri Skedsmo 《Educational Assessment, Evaluation and Accountability》2016,28(1):1-3

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Teacher evaluation: the need for valid measures and increased teacher involvement     

Guri Skedsmo  Stephan Gerhard Huber 《Educational Assessment, Evaluation and Accountability》2018,30(1):1-5

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How theologizing with children can work     

Gerhard Büttner 《British Journal of Religious Education》2007,29(2):127-139

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Forms and practices of accountability in education     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(3):251-255

Educational Assessment, Evaluation and Accountability -  相似文献   

Sanitary engineering     

Wm.Paul Gerhard 《Journal of The Franklin Institute》1895,139(6):457-475

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Bookreviews     

R. P. Clark  Einar Lilja  Eve Malmqvist  Louis Arnaud Reid  Edmund King  John Downing  C. M. Fleming  Arnould Clausse  G. de Landsheere  Vernon Mallinson  Paul Nash  Tomio Goto  M. A. Brimer  Rudolf Cohen  Gerhard Pause  M. J. Langeveld  W. E. Vliegenthart  Emile Planchard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):351-382

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Learning Strategies Training     

Donald F. Dansereau  Larry W. Brooks  Charles D. Holley  Karen W. Collins 《Journal of Experimental Education》2013,81(3):102-108

A learning strategies program emphasizing primary (text-oriented), and support (affective) strategies was evaluated. Participants were given training in one of two sequences: primary-support or support-primary. A no-treatment group served as a control. In general, the results revealed that strategy training significantly improved performance on both text-processing and self-report measures. The primary-support group typically scored higher than the support-primary group on the text-processing measures. Conversely, the support-primary group reported more positive responses on the self-report measures. Long-term follow-up results are also presented.  相似文献   

Moralerziehung. Eine Notiz aus Schulen in Hamburg     

Gerhard Lein 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1980,26(2):201-206

Ohne Zusammenfassung  相似文献   

The Challenges of Teaching the Introductory LIS Management Course     

Robert P. Holley 《图书馆管理杂志》2015,55(7):595-603

Teaching the introductory LIS management course may be the most challenging assignment for LIS professors because of the breadth of the subject, the probabilistic nature of management principles, and the differing management environments of LIS organizations. The best teaching strategy is to describe honestly to students the benefits and limitations of the course and to focus on the achievable objectives of introducing students to core management concepts, providing skill enhancement, and encouraging them to evaluate their management potential. The article discusses the difficulties of teaching leadership skills, the limits imposed by student competencies, and the impact of the professor's background on course content.  相似文献