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  1. L. L. B. A. (1934). Academic Freedom. Australasian Journal of Psychology and Philosophy 12 (3):233-238.
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  2. Mohammad J. Abdolmohammadi & M. Francis Reeves (2000). Effects of Education and Intervention on Business Students' Ethical Cognition: A Cross Sectional and Longitudinal Study. Teaching Business Ethics 4 (3):269-284.
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  3. Willard Abraham (1964). A Time for Teaching. New York, Harper & Row.
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  4. Q. C. Desmond Ackner, G. W. Keeton & H. W. R. Wade (1970). Academic Freedom and Student Disruption. Minerva 8 (1-4):100-110.
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  5. Richard Acland (1967). A Move to the Integrated Curriculum. Exeter, Eng.University of Exeter, Institute of Education.
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  6. E. O. Adeogun (1986). Church as a School for Ethical Development. In S. O. Abogunrin (ed.), Religion and Ethics in Nigeria. Daystar Press. 1--72.
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  7. Narges Adibsereshki, Masoome Pourmohamadreza Tajrishi & Mahmood Mirzamani (2010). The Effectiveness of a Preparatory Students Programme on Promoting Peer Acceptance of Students with Physical Disabilities in Inclusive Schools of Tehran. Educational Studies 36 (4):447-459.
    This study investigates the effectiveness of a preparatory programme on the acceptance of students with physical disabilities by their peers in inclusive schools in Tehran. The classrooms which had students with physical disabilities were included in this study. Two hundred and twenty?one third? to fifth?grade students (116 girls and 105 boys) were selected randomly and were placed in experimental and control groups. The Acceptance Scale (Form B) established by Voeltz was used to measure peer acceptance. Data were collected from two (...)
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  8. Nell Adkins & Robin R. Radtke (2004). Students' and Faculty Members' Perceptions of the Importance of Business Ethics and Accounting Ethics Education: Is There an Expectations Gap? [REVIEW] Journal of Business Ethics 51 (3):279-300.
    Despite a wealth of prior research (e.g., Wynd and Mager, 1989; Weber, 1990; Harris, 1991; Harris and Guffey, 1991; McCabe et al., 1991; Murphy and Boatright, 1994; Gautschi and Jones, 1998), little consensus has arisen about the goals and effectiveness of business ethics education. Additionally, accounting academics have recently been questioned as to their commitment to accounting ethics education (Gunz and McCutcheon, 1998). The current study examines whether accounting students' perceptions of business ethics and the goals of accounting (...)
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  9. Antonia Aelterman, Nadine Engels, Karen Van Petegem & Jean Pierre Verhaeghe (2007). The Well‐Being of Teachers in Flanders: The Importance of a Supportive School Culture. Educational Studies 33 (3):285-297.
    Research on the well‐being of teachers was conducted at the request of the Department of Education in Flanders, Belgium. The goals were: to construct an instrument for the Education Inspectorate; and to conduct a survey in order to identify school‐related conditions relevant for teachers’ professional well‐being. Based on literature and panel discussions with teachers and principals, a questionnaire was constructed, tested and subdivided in subscales following a factor analysis. The questionnaire was administered to a representative sample of elementary and secondary (...)
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  10. Fawzia Afzal-Khan & Theodora Jankowski (1991). Faculty/Student Workshop on Multiculturalism. Inquiry 8 (2):8-11.
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  11. Shalom Michael Akili (2014). Net-Generation Student Motivation to Attend Community College. Upa.
    This book explores what motivates net-generation community college students to complete their degrees. By emphasizing relationships, personal growth, and support systems, the author’s research will empower educational institutions to increase retention and foster success.
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  12. Gokhan Aksoy & Fatih Gurbuz (2013). The Effect of Group Research and Cooperative Reading-Writing-Application Techniques in the Unit of “What is the Earth's Crust Made Of?” On the Academic Achievements of the Students and the Permanent. Inquiry 1 (A2):A3.
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  13. Kazi Firoz Alam (1998). Ethics and Accounting Education. Teaching Business Ethics 2 (3):261-272.
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  14. Sandra L. Alfano, Laura E. Piedrahita, Kathleen T. Uscinski & Gloria I. Palma (2012). Strengthening Capacity for Human Research Protections: A Joint Initiative of Yale University, CIDEIM, and UniValle. Irb 34 (5):16.
    As an international IRB collaboration project, we set out to develop an approach to enhance the understanding of issues related to the conduct of human research with an international partner. While the larger project included two specific aims, the activities supporting the first aim are addressed in this paper—specifically, human research protection program capacity strengthening in Cali, Colombia, through the development of an infrastructure that supports the conduct of human research with appropriate protection of subjects and access to new resources (...)
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  15. Dario J. Almarza (2001). Contexts Shaping Minority Language Students' Perceptions of American History. Journal of Social Studies Research 25 (2):04-22.
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  16. María del Mar Alonso‐Almeida, Fernando Casani Fernández de Navarrete & Jesus Rodriguez‐Pomeda (2015). Corporate Social Responsibility Perception in Business Students as Future Managers: A Multifactorial Analysis. Business Ethics: A European Review 24 (1):1-17.
    This paper examines undergraduate business students' perception of corporate social responsibility in cases in which they have not attended any specific course either dealing with CSR or providing training in ethics. A survey was conducted of 535 Spanish business students as future managers. The results show that the stakeholders' perspective deserves a huge attention for those students considering what the keys of business success are. Significant differences in perception were nevertheless identified when a multifactorial analysis was undertaken. Female students are (...)
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  17. Angeles T. Alora (2008). Milestones in Health Research Ethics. In Angeles Tan-Alora (ed.), Introduction to Health Research Ethics: Philippine Health Research Ethics Board. Philippine National Health Research System.
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  18. A. S. Alschuler (1993). Inner Teachers and Transcendent Education. In K. Ramakrishna Rao (ed.), Cultivating Consciousness. Praeger. 181--193.
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  19. William P. Alston & Alvin Plantinga (1990). Scotland Research Fellowships for the Academic Session 1991-92 Applications Are Invited for These Research Fellowships for the Academic Session 1991-92 The Fellowships Are Intended Primarily, Though Not Exclusively, for Philosophers and Political Theorists on Study Leave From Their Own Universities or Colleges. [REVIEW] Mind 99:396.
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  20. Ryan C. Amacher & Roger E. Meiners (forthcoming). Empowering Students by Increasing Competition Among Universities. Veritas.
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  21. Ronnie Ancona (2009). Latin Teacher Certification: Training Future Secondary School Teachers. Classical World 102 (3):311-315.
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  22. Fritz Oser and (1999). Can a Curriculum of Moral Education Be Postmodern? Educational Philosophy and Theory 31 (2):231–236.
  23. John Anderson (1934). Ii. Some Remarks on Academic Freedom. Australasian Journal of Philosophy 12 (4):296 – 298.
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  24. W. Anderson (1934). Academic Freedom. Australasian Journal of Philosophy 12 (2):138 – 142.
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  25. W. Anderson (1934). I. Academic Freedom: A Rejoinder. Australasian Journal of Philosophy 12 (4):289 – 295.
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  26. Liviu Andreescu (2010). Academic Freedom and Religiously Affiliated Universities. Journal for the Study of Religions and Ideologies 7 (19):162-183.
    This paper explores the relationship between the principle of academic freedom and religiously-affiliated higher education. The arguments advanced are based on a general theory concerning the role of universities in a democratic society, and as such they are intended to apply to any such society, irrespective of the particulars of religious higher education in a specific national context. The article looks at three classes of arguments advanced against a “secular” standard of academic freedom: arguments on the nature of academic disciplines (...)
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  27. Simon Archer (1996). The Ethics of Creative Accounting. Science and Engineering Ethics 2 (1):55-70.
    Creative accounting, which generally involves the preparation of financial statements with the intention of misleading readers of those statements, is prima facie a form oflying, as defined by Bok.1 This paper starts by defining and illustrating creative accounting. It examines and rejects the arguments for considering creative accounting, in spite of its deceptive intent, as not being a form of lying. It then examines the ethical issues raised by creative accounting, in the light of the literature on the ethics of (...)
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  28. Andrew Arnold, Richard Scheines, Joseph E. Back & Bill Jerome, Time and Attention: Students, Sessions, and Tasks.
    Students in two classes in the fall of 2004 making extensive use of online courseware were logged as they visited over 500 different “learning pages” which varied in length and in difficulty. We computed the time spent on each page by each student during each session they were logged in. We then modeled the time spent for a particular visit as a function of the page itself, the session, and the student. Surprisingly, the average time a student spent on learning (...)
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  29. Sahail Asassfeh, Hana’ Al-Ebous, Faisal Khwaileh & Zohair Al-Zoubi (2013). Student Faculty Evaluation (SFE) at Jordanian Universities: A Student Perspective. Educational Studies 40 (2):1-23.
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  30. Daniel Asechemie (1984). Accounting and Ideology. University of Port Harcourt, Faculty of Social Sciences.
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  31. Leonard Ashley (2002). The Ethics of Academic Book Reviewing. Journal of Information Ethics 11 (1):37-51.
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  32. John Ashworth & Lynne Evans (2000). Economists Are Grading Students Away From the Subject. Educational Studies 26 (4):475-487.
    Using a unique data set, collected from over 1000 A-level students, we obtain evidence of student interest and achievement in their chosen A-level subjects. Ten major A-level subjects are considered with particular attention focused on economics, a subject that has experienced a marked decline in popularity in the 1990s. A key finding is that students of economics under-perform in economics relative to both their other chosen A-levels and their GCSE performance. This finding is outstanding amongst the major A-levels. We conclude (...)
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  33. Stephen Asunka (2011). Helping Students Avoid Plagiarism in Online Courses. International Journal of Cyber Ethics in Education 1 (4):42-60.
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  34. M. G. Serap Atakan, Sebnem Burnaz & Y. Ilker Topcu (2008). An Empirical Investigation of the Ethical Perceptions of Future Managers with a Special Emphasis on Gender – Turkish Case. Journal of Business Ethics 82 (3):573 - 586.
    This study presents an empirical investigation of the ethical perceptions of the future managers - Turkish university students majoring in the Business Administration and Industrial Engineering departments of selected public and private Turkish universities - with a special emphasis on gender. The perceptions of the university students pertaining to the business world, the behaviors of employees, and the factors leading to unethical behavior are analyzed. The statistically significant differences reveal that female students have more ethical perceptions about the Turkish business (...)
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  35. Chung-Park Au & David Watkins (1997). Towards a Causal Model of Learned Hopelessness for Hong Kong Adolescents. Educational Studies 23 (3):377-391.
    Understanding students’ learned hopelessness and academic self-esteem is important because the sense of controllability and competence perception can predict deficits in achievement-oriented behaviours and achievement performance. A survey was conducted to examine the role of learned hopelessness and academic self-esteem in academic achievement. Structural equation modelling was used to analyse the mediational roles of learned hopelessness and academic self-esteem in the academic achievement of 165 Hong Kong junior secondary students. The findings implied that learned hopelessness and academic self-esteem are distinct (...)
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  36. Peter John Aubusson & Kevin Watson (1999). Issues and Problems Related to Science Curriculum Implementation in Pakistan: Perceptions of Three Pakistani Curriculum Managers. Science Education 83 (5):603-620.
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  37. Dennis Austin (1980). Universities and the Academic Gold Standard in Nigeria. Minerva 18 (2):201-242.
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  38. Catherine N. Axinn, M. Elizabeth Blair, Alla Heorhiadi & Sharon V. Thach (2004). Comparing Ethical Ideologies Across Cultures. Journal of Business Ethics 54 (2):103 - 119.
    Using measures developed by Singhapakdi et al. (1996, Journal of Business ethics 15, 1131–1140) the perceived importance of ethics and social responsibility (PRESOR) is measured among MBA students in the United States, Malaysia and Ukraine revealing a stockholder view and two stakeholder views. Relativism and Idealism are also measured. The scores of MBA students are compared among each other and with those of the U.S. managers who were part of the original study. Managers'' scores tend to be significantly higher on (...)
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  39. Zahide Karakitapoğlu Aygün, Mahmut Arslan & Salih Güney (2008). Work Values of Turkish and American University Students. Journal of Business Ethics 80 (2):205 - 223.
    The first aim of this paper was to investigate how the traditional Protestant work ethic (PWE) and more contemporary work values (i.e., masculine, feminine, and entrepreneurship values) were related to one another, and differed across genders and two cultural contexts, namely Turkey and the U.S. The second aim was to elucidate the role of religiosity in PWE among the two cultural groups. Two hundred and sixty six American and 211 Turkish university students participated in this questionnaire study. The analyses examining (...)
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  40. Robert P. Badillo (1996). The Needs and Rights of Non-Tenured Faculty. Proceedings and Addresses of the American Philosophical Association 69 (5):152 - 156.
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  41. Marlies Baeten, Filip Dochy & Katrien Struyven (2012). Using Students' Motivational and Learning Profiles in Investigating Their Perceptions and Achievement in Case-Based and Lecture-Based Learning Environments. Educational Studies 38 (5):491-506.
    A teaching method may not work for all students. Therefore, attention should be paid to the type of students entering the learning environment in order to explain how they perceive the learning environment and achieve. This study investigates students? perceptions and achievement in four learning environments that differed in the degree to which case-based and lecture-based learning were implemented (either separately or combined), hereby making use of students? motivational and learning profiles. Participants were 1098 first-year student teachers who took a (...)
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  42. William C. Bagley (2006). A Realistic Attitude Toward the Teachers College Problem. In J. Wesley Null & Diane Ravitch (eds.), Forgotten Heroes of American Education: The Great Tradition of Teaching Teachers. Iap - Information Age Pub. Inc..
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  43. Alan Bain, Stephen Houghton & Sally Williams (1991). The Effects of a School‐Wide Behaviour Management Programme on Teachers' Use of Encouragement in the Classroom. Educational Studies 17 (3):249-260.
    Summary The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers? use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school?wide focus or orientation. In Australia, where this study was conducted, there has been an increased interest in the (...)
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  44. James A. Baley (1970). Physical Education and the Physical Educator. Boston,Allyn and Bacon.
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  45. Barry Bamford (1999). From Environmental Education to Ecopolitics. Affirming Changing Agendas for Teachers. Educational Philosophy and Theory 31 (2):157–173.
  46. Roberta Bampton & Christopher J. Cowton (2002). Pioneering in Ethics Teaching: The Case of Management Accounting in Universities in the British Usles. Teaching Business Ethics 6 (3):279-295.
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  47. Delphan Azari Ghanbar Ali Banisi Parinaz (2010). The Effect of University Teachers'evaluation on Effective Quality Teaching of Faculty Members of Islamic Azad University (District: 12). Social Research 3 (6):155-168.
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  48. Frank Bannister (2010). Provocation: Business Schools and Economic Crisis – Why Blame the Business Schools? International Journal of Management Concepts and Philosophy 4 (1):34.
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  49. Dorit Barchana-Lorand & Efrat Galnoor (2009). Philosophy of Art Education in the Visual Culture: Aesthetics for Art Teachers. Journal of Philosophy of Education 43 (1):133-148.
    This paper describes an experimental course in the preparation of art teachers. The goal of the course was to engage final-year art students in thinking about the fundamental questions in aesthetic education and in considering various views of their roles as teachers of art. The classes presented a dialogue between two teachers: a philosopher of art and an artist. We discussed the social justification of art, the place of art in education and more generally the portrayal of visual culture in (...)
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  50. Glenda Barlow‐Jones & Duan van der Westhuizen (2010). Situating the Student: Factors Contributing to Success in an Information Technology Course. Educational Studies 37 (3):303-320.
    The modern world is becoming increasingly digitalised and this is affecting the way in which humans not only live but also learn. In South Africa, the majority of students entering universities are from disadvantaged backgrounds and come from schools and communities in which they were not exposed to the same technologically rich environments as perhaps that of their fellow students. The digital literacy level at which all students enter university is thus different; yet on entering their first year of study, (...)
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