Search results for 'Education Methodology' (try it on Scholar)

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  1. Hans Paul Prümm (2009). Reducing Irrationality of Legal Methodology by Realistic Description of Interpretative Tools and Teaching the Causes of Irrationality in Legal Education. Jurisprudence 115 (1):199-219.score: 192.0
    Lawyers pretend as if the process of application of laws, as well as its outcome, could be an analytic-deductive derivation; especially law students learn that legal decision-making is primarily a logic process. But we know that application of laws depends on analytic-logical as well as on voluntaristic (wilful) elements. Exact relations between these components are unknown and will be unknown. At most German law schools students as the most important imperative tool learn the so called “Auslegung” through the use of (...)
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  2. Pablo González Blasco (2011). Review of Henri Colt, Silvia Quadrelli, and Lester Friedman, Eds., The Picture of Health: Medical Ethics and the Movies: Getting Familiar with the Cinema Education Methodology. [REVIEW] American Journal of Bioethics 11 (10):39 - 41.score: 150.0
    The American Journal of Bioethics, Volume 11, Issue 10, Page 39-41, October 2011.
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  3. David Bridges & Richard Smith (2006). Philosophy, Methodology and Educational Research: Introduction. Journal of Philosophy of Education 40 (2):131–135.score: 138.0
    This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can accrue from such engagement.
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  4. John Wilson (1981). Motivation and Methodology in Moral Education. Journal of Moral Education 10 (2):85-94.score: 132.0
    Abstract Two basic worries about moral education are considered. The first ?? whether there are or are not fundamental principles of reason and procedure which govern moral decision?making ?? is argued to be unnecessary, since there plainly are some such procedures. The second ?? how and in what direction pupils should be motivated to attend to such principles ?? is a more complex and difficult matter, which has to be tackled whatever one's particular philosophical views on morality. It is (...)
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  5. David Bridges & Richard Smith (eds.) (2007). Philosophy, Methodology and Educational Research. Blackwell Pub..score: 132.0
    This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can accrue from such engagement.
     
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  6. Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.score: 126.0
    Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.
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  7. Robert E. Mason (1975). The Methodology of Radical Scholarship in Education ? A Review of Part of the Literature. Studies in Philosophy and Education 9 (1-2):144-165.score: 126.0
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  8. J. C. Glass & W. Johnson (1991). Lakatosian Methodology and the Practical Implementation of a Liberal Notion of Education. Journal of Philosophy of Education 25 (1):33–46.score: 126.0
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  9. Lynda Stone (2006). From Technologization to Totalization in Education Research: US Graduate Training, Methodology, and Critique. Journal of Philosophy of Education 40 (4):527–545.score: 126.0
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  10. J. Gordon Chamberlin (1974). Phenomenological Methodology and Understanding Education. In David E. Denton (ed.), Existentialism and Phenomenology in Education: Collected Essays. New York,Teachers College Press. 119--37.score: 126.0
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  11. Darrell Dobson (2008). The Symbol as Teacher : Reflective Practices and Methodology in Transformative Education. In Raya A. Jones (ed.), Education and Imagination: Post-Jungian Perspectives. Routledge. 142.score: 126.0
     
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  12. A. Stafford Clayton (1969). Education and Some Moves Toward a Value Methodology. Educational Theory 19 (2):198-210.score: 122.0
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  13. James S. Altengarten (1976). The History, Philosophy, and Methodology of Geography: A Bibliography Selected for Education and Research. Council of Planning Librarians.score: 120.0
     
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  14. C. R. Granger (1996). The Naturalistic Education Theory: In Search of a Unified Learning Theory for Instructional Methodology and Tactical Education. Journal of Thought 31:85-96.score: 120.0
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  15. E. McWhinney (1959). Methodology and Values in American Legal Education: Some Interactions and Reciprocal Influences. American Journal of Jurisprudence 4 (1):119-128.score: 120.0
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  16. Jenny Steinnes (2011). An Act of Methodology: A Document in Madness—Writing Ophelia. Educational Philosophy and Theory 44 (8):818-830.score: 104.0
    This paper is an attempt to stage some questions concerning methodology and education, inspired by Ophelia in Shakespeare's Hamlet and by Jacques Derrida's poetic philosophical oeuvres. What are at stake are the long traditions of preferences of sanity over madness, friend over enemy, male over female and of clean, unambiguous univocal language over the poetic. I will argue that educators will have an extra responsibility towards challenging the ancient tradition of phallogocentrism, both in our teaching and in our (...)
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  17. Corrado Viafora (1999). Toward a Methodology for the Ethical Analysis of Clinical Practice. Medicine, Health Care and Philosophy 2 (3):283-297.score: 102.0
    The scope of this essay is to introduce and explain the methodology underlying the Lanza Foundation Protocol for the analysis of clinical cases. The essay is divided in three parts. Part one examines the Protocol's methodology within the whole evolutionary framework of argumentation in bioethics. Particular attention is given to the most significant methodologies developed in European bioethics. Part two describes the system of argumentation which serves as a frame for both approaches, namely, the normative and the hermeneutical. (...)
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  18. Hans Paul Prümm (2012). The Didactic Turn of German Legal Methodology. Jurisprudence 18 (4):1233-1282.score: 102.0
    We note an increasing consciousness of weakness of legal methodology taught to law students today: The students get neither real idea nor feeling of legal decision-making as mixture of legal matters, issue of facts, personal inputs, diverging interests, and the interplay with other actors. For minimize these defects it is necessary that law students learn in legal studies the following points: (1) Legal decision-making is a special kind of decision-making and is embedded in all problems of this process. (2) (...)
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  19. Lisa Leimar Price (2001). Demystifying Farmers' Entomological and Pest Management Knowledge: A Methodology for Assessing the Impacts on Knowledge From IPM-FFS and NES Interventions. [REVIEW] Agriculture and Human Values 18 (2):153-176.score: 102.0
    Enhancing the environmental soundness of agricultural practices, particularly in high input systems, is of increasing concern to those involved in agricultural research and development. The Integrated Pest Management Farmer Field School, which is based on farmer participatory environmental education, is compared to the No Early Spray intervention, which is a simple rule approach. A research methodology was developed and tested in the Philippines to document farmers' pre- and post-intervention knowledge of rice field insects, insect/plant interactions, and pesticides. The (...)
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  20. Marc Depaepe (2004). How Should the History of Education Be Written? Some Reflections About the Nature of the Discipline From the Perspective of Thereception of Our Work. Studies in Philosophy and Education 23 (5-6):333-345.score: 96.0
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  21. Jürgen Oelkers (2004). Nohl, Durkheim, and Mead: Three Different Types of “History of Education”. Studies in Philosophy and Education 23 (5-6):347-366.score: 96.0
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  22. Marc Depaepe (2007). Philosophy and History of Education: Time to Bridge the Gap? Educational Philosophy and Theory 39 (1):28–43.score: 92.0
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  23. Roland Sintos Coloma (ed.) (2010). Postcolonial Challenges in Education. Peter Lang.score: 90.0
    This book functions as a set of theoretical, empirical, and pedagogical challenges to two fields of scholarship.
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  24. Melisa Cahnmann-Taylor & Richard Siegesmund (eds.) (2008). Arts-Based Research in Education: Foundations for Practice. Routledge.score: 90.0
  25. Vanessa Andreotti (2011). Actionable Postcolonial Theory in Education. Palgrave Macmillan.score: 90.0
  26. Stephen R. Campbell (2011). Educational Neuroscience: Motivations, Methodology, and Implications. Educational Philosophy and Theory 43 (1):7-16.score: 80.0
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss some (...)
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  27. André Déazon (ed.) (2009). Indicamétrie Et Education - L'échelle des Quinze (15) Profils Et l'Alphabet Indicamétrique: Des Outils Scientifiques Pour Une Révolution Pédagogique: Premier Niveau du Développement Spiralaire de L'Indicamétrie. Conseil Mondial de l'Indicamétrie Et du Panafricanisme (Comipa).score: 78.0
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  28. Gabriel M. Leung & Janice M. Johnston (2006). Evidence‐Based Medical Education –Quo Vadis? Journal of Evaluation in Clinical Practice 12 (3):353-364.score: 78.0
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  29. David Scott (2000). Realism and Educational Research: New Perspectives and Possibilities. Falmer Press.score: 76.0
    Much education research takes place under a convenient but spurious assumption that there is a common purpose to education research, and a common epistemology. This book takes a clear-sighted and perceptive look at the underlying truths of education research, and in refining our understanding of the subject paves the way to improving our methods and practice. It addresses the theoretical conceptual elements educational discourses that inform most debates about educational research, including: education and its relationship to (...)
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  30. Tal Gilead (2014). Educational Policymaking and the Methodology of Positive Economics: A Theoretical Critique. Educational Theory 64 (4):349-368.score: 74.0
    By critically interrogating the methodological foundations of orthodox economic theory, Tal Gilead challenges the growing conviction in educational policymaking quarters that, being more scientific than other forms of educational investigation, inquiries grounded in orthodox economics should provide the basis for educational policymaking. He argues that the main methodological problem with accepting orthodox economic theory as a guide to educational policymaking is not, as commonly claimed, its alleged reliance on a materialistic and egoistic conception of human nature, but rather its embracement (...)
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  31. László Székely (1999). 'Why Not Lukács?' Or: On Non-Bourgeois Bourgeois Being. Studies in East European Thought 51 (4):251-286.score: 72.0
    The Lukács Circle in Szeged, a spontaneous, unofficial organization of young Hungarian scholars and philosophy teachers, characteristically represented Georg Lukács' influence on young Hungarian intelligentsia in the period of late socialism. In this paper, the author recalls and critically analyses the intellectual milieu and motives that led a considerable part of young Hungarian intelligentsia of that time to make a cult of Lukács' philosophy. The key to the analysis is the ambiguous character of the political feelings and philosophical orientation of (...)
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  32. Olga Kolesnik (2014). Філософсько-Освітня Методологія Дослідження Мережевої Парадигми Управління Освітою. Схід 2:150-153.score: 72.0
    Defining features of the research methodology of network management of education paradigm is the main subject of the article. First of all, we are talking about the need to adapt existing methodologies such as synergistic, systems analysis, activity approach, philosophical hermeneutic methodology. Their use requires consideration of social and cultural characteristics of network-information society and its education sector. The main reason for adaptation of methodologies is consideration of educational networking features, including horizontal interaction between actors in (...)
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  33. Néstor Cohen & Gabriela Gómez Rojas (2003). La Lógica Del Experimento Como Instancia Pedagógica. Cinta de Moebio 18.score: 72.0
    The present article tries to emphasize the roll of the experimental logic in the process of education-learning of the methodology of the investigation. Its treatment usually appears as material for the later boarding of the explanation or the calls explanatory designs or explanatory reconnaissanc..
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  34. Georg Marckmann (2001). Teaching Science Vs. The Apprentice Model €“ Do We Really Have the Choice? Medicine, Health Care and Philosophy 4 (1):85-89.score: 72.0
    The debate about the appropriate methodology of medical education has been (and still is) dominated by the opposing poles of teaching science versus teaching practical skills. I will argue that this conflict between scientific education and practical training has its roots in the underlying, more systematic question about the conceptual foundation of medicine: how far or in what respects can medicine be considered to be a science? By analyzing the epistemological status of medicine I will show that (...)
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  35. Tom Barone (2000). Aesthetics, Politics, and Educational Inquiry: Essays and Examples. P. Lang.score: 70.0
  36. Deborah Harcourt, Bob Perry & Tim Waller (eds.) (2011). Researching Young Children's Perspectives: Debating the Ethics and Dilemmas of Educational Research with Children. Routledge.score: 70.0
  37. D. W. Musick (1999). Teaching Medical Ethics: A Review of the Literature From North American Medical Schools with Emphasis on Education. [REVIEW] Medicine, Health Care and Philosophy 2 (3):239-254.score: 66.0
    Efforts to reform medical education have emphasized the need to formalize instruction in medical ethics. However, the discipline of medical ethics education is still searching for an acceptable identity among North American medical schools; in these schools, no real consensus exists on its definition. Medical educators are grappling with not only what to teach (content) in this regard, but also with how to teach (process) ethics to the physicians of tomorrow. A literature review focused on medical ethics (...) among North American medical schools reveals that instruction in ethics is considered to be vitally important for medical students. Agreement by medical educators on a possible core curriculum in ethics should be explored. To develop such a curriculum, deliberative curriculum inquiry by means of a targeted Delphi technique may be a useful methodology. However, the literature reveals that medical curricular change is notoriously slow. General implications for medical ethics education as a discipline are discussed. (shrink)
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  38. Michael Grenfell (1998). Bourdieu and Education: Acts of Practical Theory. Falmer Press.score: 66.0
    Bourdieu and Education details the practical applications of Bourdieu's theories in a series of specific pedagogic research studies, showing how his ideas can be put into practice. Language, gender, career decision-making and the experience of higher education students are all covered. Questions are also raised concerning research methodology. The authors also examine Bourdieu's interest in the position of the researcher within the research process. Bourdieu's influence is traced in aspects of both theory and practice. Finally, principles, approaches, (...)
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  39. Maria Rita Garbi Novaes, Dirce Guilhem, Elena Barragan & Stewart Mennin (2013). Ethics Education in Research Involving Human Beings in Undergraduate Medicine Curriculum in Brazil. Developing World Bioethics 13 (3):163-168.score: 66.0
    Introduction The Brazilian national curriculum guidelines for undergraduate medicine courses inspired and influenced the groundwork for knowledge acquisition, skills development and the perception of ethical values in the context of professional conduct. Objective The evaluation of ethics education in research involving human beings in undergraduate medicine curriculum in Brazil, both in courses with active learning processes and in those with traditional lecture learning methodologies. Methods Curricula and teaching projects of 175 Brazilian medical schools were analyzed using a retrospective historical (...)
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  40. Serhii Reznikov (2014). Взаємозв'язок Духовності Та Самоактуалізації Особистості В Освіті. Схід 2:162-166.score: 66.0
    Providing spiritual identity and formation of its capacity for self-actualization is a main subject of its article. First of all, we are talking about forming a complex personality traits and abilities that are being directed at her self, is also the mechanisms of spirituality. Targeting of spirituality clearly expressed in the contents learner centered education, because the latter is aimed at meeting existential needs. Procedural and technological component provides the educational process such as integrated as the emphasis of individual (...)
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  41. Klas Roth & Chris W. Surprenant (eds.) (2011). Kant and Education: Interpretations and Commentary. Routledge.score: 66.0
    Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising (...)
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  42. Desh Raj Sirswal (2012). Positive Philosophy, Innovative Method and Present Education System. In Abdp (ed.), Applied Philosophy and Ethics.score: 66.0
    Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it to be acceptable to all (...)
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  43. Terri S. Wilson (forthcoming). Exploring the Moral Complexity of School Choice: Philosophical Frameworks and Contributions. Studies in Philosophy and Education:1-11.score: 66.0
    In this essay, I describe some of the methodological dimensions of my ongoing research into how parents choose schools. I particularly focus on how philosophical frameworks and analytical strategies have shaped the empirical portion of my research. My goal, in this essay, is to trace and explore the ways in which philosophy of education—as a methodological orientation—may enable researchers to be attentive to the normative dimensions of human experience. In addition, I will argue that philosophically informed empirical research offers (...)
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  44. Sergio Rogerio Junqueira & Terezinha Sueli de Jesus Rocha (2013). A complexa convivência humana e os processos educativos libertadores (The human coexistence and the process of the liberating education) - DOI: 10.5752/P.2175-5841.2013v11n29p254. [REVIEW] Horizonte 11 (29):254-278.score: 66.0
    Este artigo objetiva traçar o itinerário da educação libertadora na realidade social brasileira e refletir sobre a necessidade de se repensar a ação dessa modalidade de educação nos dias atuais. Ao se articular a realidade da época do surgimento da educação libertadora, que pretendia responder aos apelos de libertação dos povos Latino-Americanos, com a realidade dos tempos atuais e suas implicações, este artigo busca respostas às questões postas por essa educação libertadora na atualidade. Para abordar as funções do processo educativo (...)
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  45. Sérgio Rogério Azevedo Junqueira, Isabel Cristina Piccinelli Dissenha & Sérgio Barbosa Rodrigues (2010). A identidade do Ensino Religioso a partir dos livros (The identity of Religious Education from the books) - DOI: 10.5752/P.2175-5841.2010v8n16p136. [REVIEW] Horizonte 8 (16):136-152.score: 66.0
    A identidade do Ensino Religioso como área de conhecimento historicamente pode ser demonstrada a partir dos livros produzidos para sistematizar as reflexões, as pesquisas, enfim os diferentes estudos referentes aos aspectos legais, metodológicos, propostas de conteúdo, sobre a formação de professores e as questões relacionadas ao ensino aprendizagem deste componente curricular. Este artigo deriva do primeiro relatório de uma pesquisa de abordagem qualitativa, utilizando uma metodologia histórico-analítica apoiada em documentos impressos e visa compreender a identidade de uma disciplina que progressivamente (...)
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  46. Michael R. Matthews (2001). Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational Suggestions. Science and Education 10 (1-2):119-135.score: 66.0
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  47. Philip G. Smith (1970). Theories of Value and Problems of Education. Urbana,University of Illinois Press.score: 66.0
    Moral philosophy and education, by H. D. Aiken.--The moral sense and contributory values, by C. I. Lewis.--Realms of value, by P. W. Taylor.--The role of value theory in education, by J. D. Butler.--Does ethics make a difference? By K. Price.--Educational value statements, by C. Beck.--Educational values and goals, by W. K. Frankena.--Conflicts in values, by H. S. Broudy.--Levels of valuational discourse in education, by J. F. Perry and P. G. Smith.--Education and some moves toward a value (...)
     
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  48. J. C. Walker (1984). Dusting Off Educational Studies: A Methodology for Implementing Certain Proposals of John Wilson's. Journal of Philosophy of Education 18 (1):3–16.score: 66.0
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  49. Liz Jackson (2007). The Individualist? The Autonomy of Reason in Kant's Philosophy and Educational Views. Studies in Philosophy and Education 26 (4):335-344.score: 64.0
  50. Philippe D.’Anjou (2004). Theoretical and Methodological Elements for Integrating Ethics as a Foundation Into the Education of Professional and Design Disciplines. Science and Engineering Ethics 10 (2):211-218.score: 62.0
    The paper addresses the integration of ethics into professional education related to the disciplines responsible for the conception and creation of the artificial (artefactual or technology). The ontological-epistemological paradigm of those disciplines is understood within the frame of the sciences of the artificial as established by Herbert Simon (1969). According to that paradigm, those sciences include disciplines not only related to the production of artefacts (technology), such as engineering, architecture, industrial design, etc, but also disciplines related to devised courses (...)
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