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  1. Michele S. Moses, Lauren P. Saenz & Amy N. Farley (forthcoming). The Central Role of Philosophy in a Study of Community Dialogues. Studies in Philosophy and Education:1-11.
    The project we highlight in this article stems from our philosophical work on moral disagreements that appear to be—and sometimes are—intractable. Deliberative democratic theorists tout the merits of dialogue as an effective way to bridge differences of values and opinion, ideally resulting in agreement, or perhaps more often resulting in greater mutual understanding. Could dialogue mitigate disagreements about a controversial education policy such as affirmative action? Could it foster greater understanding? We conceived of a project that would simultaneously fulfill two (...)
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  2. Eduardo M. Duarte, Michele S. Moses, Sally J. Sayles-Hannon, Winston C. Thompson & Quentin Wheeler-Bell (2013). Review Symposium of Meira Levinson, No Citizen Left Behind. Studies in Philosophy and Education 32 (6):653-666.
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  3. Hick Darren Hudson, Introducing Aesthetics, Hill Thomas E. Jr, Mendelssohn Moses, Pozzo Riccardo & Adversus Ramistas (2012). First Page Preview. British Journal for the History of Philosophy 20 (5).
  4. Michele S. Moses & Amy N. Farley (2011). Are Ballot Initiatives a Good Way to Make Education Policy? The Case of Affirmative Action. Educational Studies 47 (3):260-279.
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  5. Michael Moses (2010). The Block Relation in Computable Linear Orders. Notre Dame Journal of Formal Logic 52 (3):289-305.
    The block relation B(x,y) in a linear order is satisfied by elements that are finitely far apart; a block is an equivalence class under this relation. We show that every computable linear order with dense condensation-type (i.e., a dense collection of blocks) but no infinite, strongly η-like interval (i.e., with all blocks of size less than some fixed, finite k ) has a computable copy with the nonblock relation ¬ B(x,y) computably enumerable. This implies that every computable linear order has (...)
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  6. Michele S. Moses & Marina Gair (2010). Toward a Critical Deliberative Strategy for Addressing Ideology in Educational Policy Processes. Educational Studies 36 (3).
    (2004). Toward a Critical Deliberative Strategy for Addressing Ideology in Educational Policy Processes. Educational Studies: Vol. 36, No. 3, pp. null.
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  7. Michele S. Moses & Michael J. Nanna (2007). The Testing Culture and the Persistence of High Stakes Testing Reforms. Education and Culture 23 (1):55-72.
    : The purposes of this critical analysis are to clarify why high stakes testing reforms have become so prevalent in the United States and to explain the connection between current federal and state emphases on standardized testing reforms and educational opportunities. The article outlines the policy context for high stakes examinations, as well as the ideas of testing and accountability as major tenets of current education reform and policy. In partial explanation of the widespread acceptance and use of standardized tests (...)
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  8. Michele S. Moses (2004). Contested Ideals: Understanding Moral Disagreements Over Education Policy. Journal of Social Philosophy 35 (4):471–482.
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  9. Michele S. Moses (2004). Social Welfare, the Neo-Conservative Turn and Educational Opportunity. Journal of Philosophy of Education 38 (2):275–286.
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  10. John Chisholm & Michael Moses (1998). An Undecidable Linear Order That Is $N$-Decidable for All $N$. Notre Dame Journal of Formal Logic 39 (4):519-526.
    A linear order is -decidable if its universe is and the relations defined by formulas are uniformly computable. This means that there is a computable procedure which, when applied to a formula and a sequence of elements of the linear order, will determine whether or not is true in the structure. A linear order is decidable if the relations defined by all formulas are uniformly computable. These definitions suggest two questions. Are there, for each , -decidable linear orders that are (...)
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  11. Michele S. Moses (1997). Multicultural Education as Fostering Individual Autonomy. Studies in Philosophy and Education 16 (4):373-388.
    This article attempts a philosophical defense of an autonomy-based approach to multicultural education. I contend that multicultural education is necessary in order for students to be able to develop personal autonomy. This, in turn, can empower students to effectively formulate their own version of the good life. The development of autonomy need not, as many critics claim, promote atomistic individualism. Rather, contemporary liberal autonomy strives for a balance between the individual and the community. In defending multicultural education, my argument relies (...)
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  12. Rod Downey, William Gasarch & Michael Moses (1994). The Structure of the Honest Polynomial M-Degrees. Annals of Pure and Applied Logic 70 (2):113-139.
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  13. Rodney G. Downey & Michael F. Moses (1989). On Choice Sets and Strongly Non‐Trivial Self‐Embeddings of Recursive Linear Orders. Mathematical Logic Quarterly 35 (3):237-246.
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  14. M. Moses (1988). Decidable Discrete Linear Orders. Journal of Symbolic Logic 53 (2):531-539.
    Three classes of decidable discrete linear orders with varying degrees of effectiveness are investigated. We consider how a classical order type may lie in relation to these three classes, and we characterize by their order types elements of these classes that have effective nontrivial self-embeddings.
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  15. John N. Crossley, Alfred B. Manaster & Michael F. Moses (1986). Recursive Categoricity and Recursive Stability. Annals of Pure and Applied Logic 31:191-204.
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  16. Michael Moses (1986). Relations Intrinsically Recursive in Linear Orders. Mathematical Logic Quarterly 32 (25‐30):467-472.
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  17. Michael Moses (1984). Recursive Linear Orders with Recursive Successivities. Annals of Pure and Applied Logic 27 (3):253-264.
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