Is the Uncertainty of Mathematics the Real Source of Its Intellectual Charm?     

CHRISTOPHER ORMELL 《Journal of Philosophy of Education》1993,27(1):125-133

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A GRiPPing yarn—getting research into practice: a case study     

GILL NEEDHAM 《Health information and libraries journal》1994,11(4):269-277

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‘Extended Schools’: an exploration of the feelings,beliefs and intentions of parents and teachers     

SHAUNA MC GILL 《Support for Learning》2011,26(1):4-12

This research is designed to provide information for participants, facilitators and policy makers in the area of Extended Schools. Its salient purpose is to investigate and examine the feelings, beliefs and attitudes of teachers and parents involved in the development of the Extended Schools project in Northern Ireland. The Extended Schools project was formally launched by the Northern Ireland Secretary of State on 7 March 2006, and aims to provide a wide range of services and activities in school with the intention of helping to meet the needs of children, their families and the wider community. The qualitative approach was deemed the most appropriate methodology for gathering data.  相似文献   

Educational Assessment: reply to Andrew Davis   总被引：1，自引：0，他引：1  

CHRISTOPHER WINCH  JOHN GINGELL 《Journal of Philosophy of Education》1996,30(3):377-388

Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of education. Teaching to tests is the most natural way of ensuring that teaching matches assessment. Failure to assess places public education in jeopardy.  相似文献   

Art of Judgement     

CHRISTOPHER JANAWAY 《Philosophical Books》1991,32(3):186-187

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Consciousness and Causality: A Debate on the Nature of Mind     

CHRISTOPHER HOOKWAY 《Philosophical Books》1986,27(2):110-112

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Thought and Reference     

CHRISTOPHER HOOKWAY 《Philosophical Books》1989,30(2):97-100

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Should Students Have to Borrow? Autonomy,Wellbeing and Student Debt          下载免费PDF全文

CHRISTOPHER MARTIN 《Journal of Philosophy of Education》2016,50(3):351-370

The orthodox view on higher education financing is that students should bear some of the costs of attending and, where necessary, meet that cost through debt financing. New economic realties, including protracted economic slowdown and increasing austerity of the state with respect to the public funding of goods and services has meant that the same generation who have to borrow the most in order to attend face significantly fewer employment prospects upon graduation. In this context, is the current approach of shifting the costs of post‐secondary education from the general public to individual students justified? Most debate on the issue has focused on the demands of distributive justice within the modern higher education system and on the whole accepts the idea that students ought to pay. I argue that distributive arguments alone are insufficient because they tacitly endorse the provision of higher education as being much like a consumer's choice. As an alternative, I explore the place and importance of higher education in supporting personal autonomy as a central liberal democratic value. I then argue that debt financing of higher education places unreasonable constraints on student's choices with respect to the kind of democratic citizens that they would otherwise aspire to be. This constraint has negative implications for the wellbeing of individual students and the larger society.  相似文献   

Some Second Thoughts About Metaphysics in Educational Theory     

CHRISTOPHER J. LUCAS 《Educational theory》1970,20(2):129-142

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The Changing Face of Teaching in England and Portugal: A study of work experiences of secondary school teachers     

CHRISTOPHER DAY  JOSE´ PACHECO  MARIA ANNUNCAO FLORES  MARK HADFIELD  JOSE´ C. MORGADO 《欧洲师范教育杂志》2003,26(2):239-251

This paper reports research into the perceived effects of educational reform among secondary school teachers in England and Wales and Portugal. While the two countries have different education histories, as in most countries across the world teachers' lives and work are being affected by increased centralised interventions in the name of raising standards of achievement. In the case of England, interventions since the late 1980s have touched every facet of school government, curriculum and assessment, whereas in Portugal, this process did not begin until the late 1990s. The paper focuses upon teachers' experiences in these two communities, which are in different transition phases. By doing so it is possible, even within the different cultures, to identify common problems experienced by teachers within the reforms and their management which challenge existing identities, values and commitments and which are creating new forms of compliant professionalism.  相似文献