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: 144.0
    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. David Bridges & Richard Smith (2006). Philosophy, Methodology and Educational Research: Introduction. Journal of Philosophy of Education 40 (2):131–135.score: 114.0
    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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  3. David Bridges & Richard Smith (eds.) (2007). Philosophy, Methodology and Educational Research. Blackwell Pub..score: 108.0
    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. Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.score: 102.0
    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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  5. Jenny Steinnes (2011). An Act of Methodology: A Document in Madness—Writing Ophelia. Educational Philosophy and Theory 44 (8):818-830.score: 92.0
    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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  6. 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: 90.0
    The American Journal of Bioethics, Volume 11, Issue 10, Page 39-41, October 2011.
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  7. Corrado Viafora (1999). Toward a Methodology for the Ethical Analysis of Clinical Practice. Medicine, Health Care and Philosophy 2 (3):283-297.score: 90.0
    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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  8. 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: 90.0
    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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  9. Hans Paul Prümm (2012). The Didactic Turn of German Legal Methodology. Jurisprudence 18 (4):1233-1282.score: 90.0
    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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  10. John Wilson (1981). Motivation and Methodology in Moral Education. Journal of Moral Education 10 (2):85-94.score: 84.0
    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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  11. 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: 84.0
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  12. 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: 84.0
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  13. Marc Depaepe (2007). Philosophy and History of Education: Time to Bridge the Gap? Educational Philosophy and Theory 39 (1):28–43.score: 80.0
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  14. Roland Sintos Coloma (ed.) (2010). Postcolonial Challenges in Education. Peter Lang.score: 78.0
    This book functions as a set of theoretical, empirical, and pedagogical challenges to two fields of scholarship.
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  15. 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: 78.0
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  16. 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: 78.0
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  17. 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: 78.0
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  18. Vanessa Andreotti (2011). Actionable Postcolonial Theory in Education. Palgrave Macmillan.score: 78.0
  19. Melisa Cahnmann-Taylor & Richard Siegesmund (eds.) (2008). Arts-Based Research in Education: Foundations for Practice. Routledge.score: 78.0
  20. 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: 78.0
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  21. 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: 78.0
     
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  22. A. Stafford Clayton (1969). Education and Some Moves Toward a Value Methodology. Educational Theory 19 (2):198-210.score: 74.0
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  23. David Scott (2000). Realism and Educational Research: New Perspectives and Possibilities. Falmer Press.score: 72.0
    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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  24. 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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  25. 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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  26. 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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  27. 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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  28. James S. Altengarten (1976). The History, Philosophy, and Methodology of Geography: A Bibliography Selected for Education and Research. Council of Planning Librarians.score: 72.0
     
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  29. 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: 72.0
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  30. E. McWhinney (1959). Methodology and Values in American Legal Education: Some Interactions and Reciprocal Influences. American Journal of Jurisprudence 4 (1):119-128.score: 72.0
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  31. 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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  32. 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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  33. Tom Barone (2000). Aesthetics, Politics, and Educational Inquiry: Essays and Examples. P. Lang.score: 66.0
  34. 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: 66.0
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  35. 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: 66.0
  36. Gabriel M. Leung & Janice M. Johnston (2006). Evidence‐Based Medical Education –Quo Vadis? Journal of Evaluation in Clinical Practice 12 (3):353-364.score: 66.0
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  37. James Joseph Scheurich (1997). Research Method in the Postmodern. Falmer Press.score: 60.0
    In recent years, the debate over the merits of the qualitative method versus the quantitative method has dominated social science. Until the postmodernist theory appeared on the scene, challenging all our preconceptions about research methods, the debate appeared to have been won by those promoting the qualitative approach. The implications of this change are show in this book, essential reading for those undertaking their own research.
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  38. 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: 60.0
  39. Rebecca J. Kurth, Matilde M. Irigoyen & Hilary J. Schmidt (2001). Structuring Student Learning in the Primary Care Setting: Where is the Evidence? Journal of Evaluation in Clinical Practice 7 (3):325-333.score: 60.0
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  40. Lori Marino, Scott O. Lilienfeld, Randy Malamud, Nathan Nobis & Ron Broglio (2011). Strong Claims, Feeble Evidence: A Rejoinder to Falk Et Al. (2010). Society and Animals 19 (3):291-293.score: 60.0
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  41. Bruce Anderson (2011). The Evident Need for Specialization in Visual Art Studies. Journal of Macrodynamic Analysis 6.score: 60.0
    This paper is an attempt to identify a functional division of labour in art studies. To that end I have adopted the strategically minimalist approach advocated by Philip McShane in Method in Theology: Revisions and Implementations (2007).
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  42. Lori Marino, Randy Malamud, Ron Broglio, Scott O. Lilienfeld & Nathan Nobis (2011). Strong Claims, Feeble Evidence: A Rejoinder to Falk Et Al. (2010). Society and Animals 19 (3):291-293.score: 60.0
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  43. Antonina Lukenchuk (ed.) (2012). Paradigms of Research for the 21st Century: Perspectives and Examples From Practice. P. Lang.score: 60.0
     
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  44. Muñoz Rodríguez & José Manuel (eds.) (2011). Temas Relevantes En Teoría de la Educación. Ediciones Universidad de Salamanca.score: 60.0
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  45. Shu Wang (2010). Jiao Yu Ji Ben Li Lun de Zhi Shi Lun Li Chang Yan Jiu: Gai Ge Kai Fang Yi Lai Jiao Yu Ji Ben Li Lun Yan Jiu de Fan Si. Dongbei Shi Fan da Xue Chu Ban She.score: 60.0
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  46. Stephen R. Campbell (2011). Educational Neuroscience: Motivations, Methodology, and Implications. Educational Philosophy and Theory 43 (1):7-16.score: 56.0
    ‘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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  47. Doris A. Santoro (forthcoming). Philosophizing About Teacher Dissatisfaction: A Multidisciplinary Hermeneutic Approach. Studies in Philosophy and Education:1-10.score: 56.0
    In this methodological reflection, I describe the multidisciplinary hermeneutic process of philosophizing about teacher dissatisfaction. I discuss how philosophy serves as a starting point for interpretive work based on interviews with former teachers and readings of qualitative and quantitative research on teacher attrition and dissatisfaction. The result has been a project that enabled me to offer new descriptions of phenomena and to develop concepts that can be used to interpret the moral dimensions of teacher dissatisfaction. The fact that I return (...)
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  48. 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: 54.0
    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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  49. Michael Grenfell (1998). Bourdieu and Education: Acts of Practical Theory. Falmer Press.score: 54.0
    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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  50. Till Grüne-Yanoff (2014). Teaching Philosophy of Science to Scientists: Why, What and How. European Journal for Philosophy of Science 4 (1):115-134.score: 54.0
    This paper provides arguments to philosophers, scientists, administrators and students for why science students should be instructed in a mandatory, custom-designed, interdisciplinary course in the philosophy of science. The argument begins by diagnosing that most science students are taught only conventional methodology: a fixed set of methods whose justification is rarely addressed. It proceeds by identifying seven benefits that scientists incur from going beyond these conventions and from acquiring abilities to analyse and evaluate justifications of scientific methods. It concludes (...)
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